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Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education , which generally relies on the teacher presenting facts and their knowledge about the subject.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning , experiential learning and 21st century learning.
The Cognitive Theory of Inquiry Teaching, also referred to as the Cognitive Theory of Interactive Teaching, was developed by Allan Collins and Albert L. Stevens (Collins & Stevens, 1981). Allan Collins was a chief scientist at Bolt Beranek and Newman Inc., a research firm in Cambridge Massachusetts.
Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions.Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions.
Inquiry-based learning is generally used in field-work, case studies, investigations, individual and group projects, and research projects. Peer-Based Evaluation: In peer based evaluation students are given the opportunity to analyze, critique, and provide constructive feedback on the assignments of their peers. Through this process, they are ...
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
The former relies on inquiry-based instruction, while the later relies heavily on lecture-based teaching. The differing of philosophies is being seen at every rung of the educational ladder, from Pre-K to Collegiate instruction. In describing the difference between the two methodologies, one can note characteristics that define them.
Some writers have been critical of SoTL as lacking focus and definition with a lack of clarity on the differences between SoTL and Educational Research undertaken in tertiary education. It is also argued that SoTL has become too broad in definition and is conflated with non-evidenced based teaching interventions and innovations. [ 23 ]