Research provides some insights into defining inquiry, when compared with other approaches. However, the notion of inquiry is confused by equating it with investigative methods of science teaching, self- instructional teaching techniques, or open-ended teaching techniques. This has resulted in an improper use of inquiry as a paradigm on which to base an instructional strategy. Though Inquiry-based learning shares many characteristics with other learning approaches, for example open learning or discovery learning, all the activities in inquiry-based methods are systematised (Kuhn, 2010; Newman et al., 2004: Abell et al., 2001). Thus, inquiry is an approach to learning and method of instruction on its own.
Moreover, inquiry can be compared specifically to some other learning approaches. For example, open learning resembles a guided inquiry, as student-teachers formulate their own problems or pose questions to investigate (Gordon and Brayshaw, 2008). Thus, the common feature between inquiry and open learning is e ngaging students in science investigation. Moreover, student-teachers are encouraged in active learning to learn largely on their own, through active involvement with concepts and principles (Ausubel, 1969).
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Correspondingly, students are encouraged to learn in inquiry-based learning by inquiring and with active engagement in essentially open-ended and student-centred hands-on activities.
In critical thinking, a learner plays a similar role as in inquiry, in terms of developing thinking. I believe that inquiry helps to make the thinking process visible, as in critical thinking, and also looks independently at the gaps or limits in learners’ thinking. Baumfield (2007) suggested inquiry is an effective tenet to promote critical thinking. Critical thinking raises vital questions and problems, formulating them clearly and precisely. Inquiry and critical thinking possess a strong common feature in terms of raising questions. This indicates that the higher the level of learning, the higher the level of thinking and in-depth inquiry that a learner can achieve. Also, collaborative learning offers opportunities to discuss within a group or among peers that lead to difficult concepts being more easily discovered and understood (Cobb, 1994).
Moreover, inquiry-based learning is not entirely identical with problem-based learning (PBL) (Watson, 2008). Rather, problem based learning shares some aspects with IBL. Exactly where the boundary is set with PBL as a sub-set of IBL is not stable or clear. PBL tends to be structured around a problem which is given to the student teachers, whereas IBL can also encompass activities where students come up with the problem themselves. Definitions of PBL specify that students work in the form of groups to address science problem (e.g. Kahn et al., 2004), whereas IBL can also involve students working on their own as well as in the form of groups (Pawson et al., 2006). The diagram below shows that problem-based learning is a subset/group of inquiry-based learning, which is placed within active learning.
Figure 3.1 Relationship between IBL, PBL and Active learning (Smith et al., 2007:3).
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Although the same statements could be made for some other learning strategies, inquiry- based learning is not matched entirely with any one of the other lear ner-centred approaches. In sum, inquiry learning may be considered an umbrella category that encompasses several other inductive teaching methods, such as problem-based learning, or may be a subset of some learning strategies, such as active learning (Lee, 2004). Lee suggested that inquiry is also consistent with interactive lecture, discussion, simulation, and independent study, and highlighted the commonalities between inquiry and other approaches as: “Probably the only strategy that is not consistent with inquiry-guided learning is the exclusive use of traditional lecturing” (p. 10). So, various concepts are interrelated; many characteristics of learning have been found to have much in common with other innovative learning approaches.
Finally, it is hard to establish an agreed definition of inquiry after looking at various definitions of inquiry from different perspectives. However, looking at the literature, resources and research, inquiry-based learning is not perfectly identical with the other approaches to learning, because inquiry has distinct features and has its own core ingredients (e.g. Lee, 2004). Therefore, I shall illustrate a working definition of inquiry- based learning on the grounds of these commonalities and differences, which inform my research thesis in the questionnaires and interviews (See Appendix A, B, C and D):
A way of teaching that helps students achieve understanding in science by combining scientific knowledge with reasoning and thinking skills. The role of the teacher is to act more as a facilitator of learning than as an instructor.
Here, a summary is presented of the key features of inquiry that led to the definition of my research. Though inquiry is perceived as a disputed term, it still offers a broad understanding of the key aspects of inquiry in science teacher education. The process of inquiry-based learning usually starts with questions or a problem; a set of observations to be explained, and then solutions presented to peers. Inquiry-based learning shares many features with other inductive approaches; it covers several other inductive teaching methods, for example problem solving, and discovery approaches. Hence, inquiry teaching is defined differently by different promoters. However, the key feature is that it is a learning process that is driven by enquiry. In conclusion, a key definition of inquiry-based learning informed my research instruments with the features of inquiry, to help student- teachers achieve understanding of science, and to develop thinking skills.
The following section discusses the advantages and disadvantages of adopting inquiry- based learning in science teacher education and is based on a review of the literature.
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3.4 Arguments For and Against Adopting an Inquiry-based Approach to ITE in