Research Foundations for Inquiry-Based Learning

From CRBSLS

What Do We Mean By "Strong Instructional Programs"?

"Authentic Intellectual Work: What and Why?". by Fred Newmann University of Wisconsin, Madison.

Teaching for Meaningful Learning: A Review of Research on Inquiry-based and Cooperative Learning. by Dr. Brigid Barron and Dr. Linda Darling-Hammond of Stanford University.

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods. by Brigid Barron and Linda Darling-Hammond.

Summation of the above studies and summaries :

A growing body of research has shown the following:
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.
Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.
Students are most successful when they are taught how to learn as well as what to learn.

Collaborative Inquiry. Jane L David. Educational Leadership. Alexandria: Dec 2008/Jan 2009. Vol. 66, Iss. 4; p. 87

Testing the Joy Out of Learning. Sharon L Nichols, David C Berliner. Educational Leadership. Alexandria: Mar 2008. Vol. 65, Iss. 6; p. 14

School As Inquiry. Steven Wolk. Phi Delta Kappan. Bloomington: Oct 2008. Vol. 90, Iss. 2; p. 115 (8 pages)

Focus on Inquiry: A Teachers Guide to Implementing Inquiry Based Learning. Alberta Province 2004.

Think Literacy: Report of the Expert Panel on Students At Risk in Ontario, 2003.

Summation: Students who struggle with literacy need opportunities to reflect on thinking and learning, and to be more active and strategic learners. For these students, a variety of approaches are important, including:

integrated, hands-on activities
use of technology
cooperative learning
rich, meaningful tasks
explicit connections between what they know and need to know to achieve their personal and career goals
ongoing assessment.

Inquiry and Research

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RESEARCH ON FORMATIVE ASSESSMENT

Overview and Benefits of Formative Assessment - INTEL.

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FOCUS ON SCIENCE

National Science Teachers Association. (official position)

Summation:

Plan an inquiry-based science program for their students by developing both short- and long-term goals that incorporate appropriate content knowledge.
Implement approaches to teaching science that cause students to question and explore and to use those experiences to raise and answer questions about the natural world. The learning cycle approach is one of many effective strategies for bringing explorations and questioning into the classroom.
Guide and facilitate learning using inquiry by selecting teaching strategies that nurture and assess student's developing understandings and abilities.
Design and manage learning environments that provide students with the time, space, and resources needed for learning science through inquiry.
Receive adequate administrative support for the pursuit of science as inquiry in the classroom. Support can take the form of professional development on how to teach scientific inquiry, content, and the nature of science; the allocation of time to do scientific inquiry effectively; and the availability of necessary materials and equipment.
Experience science as inquiry as a part of their teacher preparation program. Preparation should include learning how to develop questioning strategies, writing lesson plans that promote abilities and understanding of scientific inquiry, and analyzing instructional materials to determine whether they promote scientific inquiry.

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