Enquiry-based Learning

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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What is enquiry-based learning?

Enquiry-based learning (also known as EBL) emphasizes a pupils' role in the learning
process and asks them to engage with an idea or topic in an active way, instead of sitting
and listening. This learning approach is all about asking questions and being curious.

Enquiry-based learning is often led by a question that's too big to answer in one go, but is
not too large that the learners don't understand. The teacher will guide the pupils through
a scaffold learning process with the aim of answering this question in the end. The end
result could be a piece of writing, performance, or any other type or project or challenge
which showcases the pupils' learning and the answer to the overall question.
•Learner and learning- centered approach
•Involves students in the active and careful analysis of a situation or problem- in the light
of the student sorts of information available to them
•Student use their own thinking skills to make their own generalizations or conclusions-
and thus are actively involved in generating knowledge in forms that are meaningful to
them
 Enquiry-based learning in primary education

In primary education, enquiry-based learning usually follows a three-step process that can
be easily applied to any curriculum. Pupils ask themselves three questions before the
teacher begins a new topic:

1. What do I already know about the subject?

2. What do I want to know about the subject?
3. What have I learnt about the subject?

KWL (Know, Want to know, Learnt) grids are often used as a template for this.
These templates can be used in two ways. Children can fill in their grids
independently and the teacher will use the response to inform the next step of
their enquiry-led teaching approach.

Alternatively, the teacher leads a discussion for each question and notes down
what the pupils' say for their own record.
 Finding out what pupils already know
•Finding out what pupils already know about a topic before teaching it is a great way
for teachers to form a basis for lessons plans and activities.
•Pupils should actively take part in sharing what they already know, drawing from
personal life experiences or what they might have learnt in another lesson
previously.
•After they discuss this, they could write it down in the 'K' section of the KWL
template, or the teacher will record this themselves
Finding out what pupils want to know
•Once the pupils and the teacher are aware of what the pupils already know, it's
easier to determine what they want to know.
•This part of the process encourages children to freely wonder about what they'd
like to learn. The teacher can steer the discussions by asking questions themselves
which are related to the topic. If the topic is about the human body, for example,
the teacher might say, 'I wonder how we get energy from food' or 'What do hearts
do for our bodies?'.
•Again, the responses from children could be written down themselves or by the
teacher.
 Finding out what pupils have learnt

•The third step of enquiry-based learning takes place after a series of lessons about the
topic. It's a way for both pupils and teachers to reflect on what the pupils have learnt, and
it's a great way to spot any gaps in their learning as well.
•In the third and final section of the KWL grid, children can write down anything and
everything that they've learnt since the first step. This could be new vocabulary or
phrases, or facts about the particular topic. For example, they might write, 'the heart
pumps blood all around the body'.
•This is also an opportunity for class discussion, where the pupils share their learning
experiences and the new things that they now know.
•This is usually followed-up with a class project, where pupils use what they've learnt and
work together to create something or achieve a goal.
 What are the benefits of enquiry-based learning?

•EBL allows for both independent and group learning.

•Children can work at their own pace in a positive learning environment.
•Children have the space to ask questions and follow their own path to learning. It encourages
them to follow their own interests and passions.
•Teachers can use the pupils' questions to shape their lesson plans and play to their
curiosities.
•It provides an opportunity for reflection for both the pupils and the teacher. Pupils can look
back on what they've learnt and achieved, and teachers can reflect on their successes and
what could be improved for future lessons.
•Children become more confident speakers by participating in a number of class discussions.
•Children feel motivated and inspired to answer the 'big question'. This propels them through
their learning and the project at the end of the three-step process.
•It's an active teaching and learning approach which means children are more involved in
their learning, and therefore more likely to remember what they've learnt.
 Enquiry-based learning helps student to be:

•inquisitive and curious about things that they experience in their everyday lives.
•able to pose problems ,ask questions and recognize issues that they would like to
explore.
•able to develop an understanding that knowledge changes over time as people
contribute to it.
•responsible for deciding what they learn and how they learn it.
•confident that they too can contribute to knowledge.
•aware that there are always multiple perspective for looking at ,analyzing and
understandings things.
•able to propose solutions to problem and questions and to know how to pursue these

solutions.

Enquiry –based teaching supports teachers to be:

•open to students’ ideas about the processes and directions of their learning.
•Keen to learn about how ideas and knowledge are produced in subject other than their
own.
•able to research topics and make connections between ideas.
•Interested in students’ lives and cultures.
•able to challenge students to critique ,expand and build upon the knowledge they have