PED 326

TECHNOLOGY FOR TEACHING AND LEARNING 2

BACHELOR OF PHYSICAL EDUCATION
TECHNOLOGY FOR
TEACHING AND
LEARNING 2
MODULE 2 Integrating Active Learning Approaches in PE

Lesson 1: Inquiry-Based Learning and Research-Based

Learning
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
Lesson Outcomes:
At the end of the lesson, the learner should be able to:
 Discuss the salient features of inquiry-based learning and research-based learning
and their application to attainment of PE learning competencies and PE Learning
outcomes;
 Analyze how technologies for teaching and learning PE can be maximized in
inquiry-based learning and research-based learning; and
 State some performance standards from the Curriculum Guide that can employ
inquiry-based learning and research-based learning.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning

NATURE OF INQUIRY-BASED LEARNING

Inquiry, in its simplest definition, is a process of asking
questions. This has spurred the numerous developments that
we continue to enjoy in our society today. It continues to usher
the study of so many fields that enable various scientist and
experts to provide solutions to emerging issues affecting
society in general.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning

Memorizing facts and information is not the most important

skill in today’s world. Facts change, and information is readily
available on the web. What students really need to develop,
then, is an understanding of how to get and make sense out of
all that information.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning

Memorizing facts and information is not the most important

skill in today’s world. Facts change, and information is readily
available on the web. What students really need to develop,
then, is an understanding of how to get and make sense out of
all that information.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
INQUIRING IS
Inquiry-based learning lessons start with a teacher posing
questions, problems or scenarios, rather than by simply presenting
established facts or showing students where to find those facts. It is
a philosophy of education that recognizes the diversity of learners
and promotes critical thinking. It involves investigation,
communication, construction and reflections to extract meaning
from experiences.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning

INQUIRING IS NOT
Inquiry is not about finding the correct answer, because
often there is more than one possible answer, but about
finding solutions to the questions and issues posed. In
education, inquiry puts emphasis on nurturing skills and
attitudes that will develop each student's continued quest for
knowledge throughout life.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning

WHEN TO USE
Chisholm and Godley (2011) purport that inquiry-based
instruction (IBI), which is also referred to as inquiry-based
learning (IBL), offers an especially appropriate approach to
learning about PE since IBI can provide students with
opportunities to investigate and learn practical skills through
hands-on activities.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
TYPES OF INQUIRY
VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured Inquiry - This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.
2. Controlled Inquiry – the teacher chooses topics and identifies the resources the
students will use to answer questions.
3. Guided Inquiry – The teacher chooses topics or questions and students design the
product or solution.
4. Free Inquiry – Students are allowed to choose their own topics without any
reference to a prescribed outcome.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
ROLE OF THE TEACHER
 The success of the IBL largely depends on the careful planning of the teacher in relation to the
curriculum.
 PE teachers should look into the learning competencies that can be satisfied by a simple
inquiry or more complex inquiry.
 Teacher controls and prepares the topic for investigation and guides the learners by setting the
questions to be explored.
 Learners are allowed to design their own way of investigation and present their outputs using
technology tools that are afforded to them.
 When technology is coupled with IBL, a gateway to information is opened and students can
have to information at anytime and anywhere. It is assumed that the teacher is knowledgeable
of the sources of information and whether the learners have access to these sources.
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
When designing an IBL, the teacher has to consider the following
fields proposed by Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context – Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behaviour
6. Course outcomes
Lesson 1: Inquiry-Based Learning and Research-Based
Learning
ROLE OF TECHNOLOGY
The internet or the World Wide Web offers lots of platforms
for mining information. It has become the most sought out
source of information because of the variety of tools that
abound.
The technology tools that are made available for learners,
whether online or offline, should support the object of inquiry
which is aligned to the learning competencies in the K to 12
Physical Education Curricula.
 Lesson 2: Problem-Based Learning and Project-Based
Learning

Lesson Outcomes
 Discuss the salient features of Problem-Based Learning and Project-
Based Learning and its application to the attainment of learning
competencies and learning outcomes
 Analyze how technologies for teaching and learning can be
maximized in Problem-Based Learning and Project-Based Learning
 Share some performance standards from the Curriculum Guide that
can employ Problem-Based Learning and Project-Based Learning
 Lesson 2: Problem-Based Learning and Project-Based
Learning
Nature of Problem-Based Learning
 Problem-based learning is an approach that involves a process of inquiry and solving open-
ended questions that serve as the main problem that the learners work on.
 The questions posited is focused on a specific content standard and its application to real
life issues. It also requires more than one answer or solutions.
 Learners are engaged in a collaborative task as they work towards the solution to the
problem. This learning activity is done in small groups with each member assigned a
certain task to accomplish.
 In the process of engaging in PBL, they learn several skills such as problem-solving,
communicating, research, among others which are essential in the workplace.
 The end goal of PBL is to ensure that the target the learning competencies are achieved in
the process.
 Lesson 2: Problem-Based Learning and Project-Based
Learning
ALI (2019) described PBL as a process that is used to identify problems with a
scenario to increase the knowledge and understanding. In her research article, she
proposed the following five principles of PBL that can be considered by teachers
in planning or using the approach:
1. Independent and self-directed learning
2. Learning happens in a group and teacher is a facilitator
3. All groups have to participate equally
4. Students’ learn about motivation, teamwork, problem-solving and engagement
with the task.
5. Materials such as date, photographs, articles, can be used to solve the problem.
 Lesson 2: Problem-Based Learning and Project-Based
Learning
LO (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite
solution;
2. Brainstorming – generate ideas; tackle the problem through self-directed questioning;
arouse students’ intrinsic motivation;
3. Collecting and analyzing the information-assigning group members to collect information;
posting what they found and what they learned; collaborative collection of useful
information;
4. Synthesizing information – solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help
students improve; learning from other group’s presentation.
 Lesson 2: Problem-Based Learning and Project-Based
Learning
LO (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite
solution;
2. Brainstorming – generate ideas; tackle the problem through self-directed questioning;
arouse students’ intrinsic motivation;
3. Collecting and analyzing the information-assigning group members to collect information;
posting what they found and what they learned; collaborative collection of useful
information;
4. Synthesizing information – solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help
students improve; learning from other group’s presentation.
Lesson 2: Problem-Based Learning and Project-Based
Learning

BENEFITS OF PROBLEM-BASED LEARNING

Lesson 2: Problem-Based Learning and Project-Based
Learning

The study of Lin (2017) revealed statistically that the PBL

participants showed more improvement in their reading
comprehension than the non-PBL participants.
Lesson 2: Problem-Based Learning and Project-Based
Learning

The study of Kim, Belland, & Walker (2018) discussed that

PBL is a learner-centered approach that aims to improve
students’ content knowledge and problem –solving skills using
authentic problems.