Inquiry Learning - An Instructional Approach
Experiential learning, a call to acquire knowledge, skills, and attitudes ‘by doing’, has long been held as an ideal way to learn how to science. There are a variety of experiential and inquiry-based learning frameworks. Marshall, Horton, and Smart (2009) developed the 4Ex2 Instructional Model to elucidate an efficient and effective form of inquiry-based learning that integrates the proven elements of inquiry-based learning with the concepts of constant formative assessment and professional reflection.
In the 4Ex2 framework (see pdf download of framework), the stages of the 4E’s are Engage, Explore, Explain, and Extend. These stages of inquiry learning can be enacted in a consistent cycle, ie. Engage->Explore->Explain->Extend and back to Engage. The single most vital transition in this process is the step from Explore to Explain. By consistently placing the Explain phase following the Explore phase the “framework minimizes teacher-centered confirmatory learning” (Marshall et al, 2009, p.509) and encourages students to make sense of their own learning.
Alternatively, different sequences promote different learning opportunities. For example a unit of inquiry built upon Engage->Explore->Explore->Explore->Explain->Extend would provide multiple opportunities for learning about the same concept, thus reducing its strict contextualization and effectively increasing a student's ability to describe the concept and to transfer acquired knowledge. Or if greater application of a concept is demanded, students could work through Engage->Explore->Explain->Extend->Extend->Extend. This variation is particularly effective if students are not likely to encounter a particular concept often and when "multiple concepts throughout the course overlap with the current concept being investigated" (Marshall et al, 2009, p.513). Multiple cycles of Engage->Explore->Explain can be implemented before a final learning opportunity is offered with Extend. Or one stimulating activity can be offered in Engaged followed by multiple Explore->Explain iterations.
The structure of the instructional pieces constitutes just one aspect of this framework. Formative assessment and professional metacognitive reflection are the other two pieces of this framework. Formative assessment is the use of assessments to assess to direct each stage of learning. It needs to be intentional and consistent within the inquiry process. Metacognitive reflection helps teachers to engage reflectively at every stage of the inquiry process. This is a component of the process that will need to be modeled and fostered for students.
In the 4Ex2 framework (see pdf download of framework), the stages of the 4E’s are Engage, Explore, Explain, and Extend. These stages of inquiry learning can be enacted in a consistent cycle, ie. Engage->Explore->Explain->Extend and back to Engage. The single most vital transition in this process is the step from Explore to Explain. By consistently placing the Explain phase following the Explore phase the “framework minimizes teacher-centered confirmatory learning” (Marshall et al, 2009, p.509) and encourages students to make sense of their own learning.
Alternatively, different sequences promote different learning opportunities. For example a unit of inquiry built upon Engage->Explore->Explore->Explore->Explain->Extend would provide multiple opportunities for learning about the same concept, thus reducing its strict contextualization and effectively increasing a student's ability to describe the concept and to transfer acquired knowledge. Or if greater application of a concept is demanded, students could work through Engage->Explore->Explain->Extend->Extend->Extend. This variation is particularly effective if students are not likely to encounter a particular concept often and when "multiple concepts throughout the course overlap with the current concept being investigated" (Marshall et al, 2009, p.513). Multiple cycles of Engage->Explore->Explain can be implemented before a final learning opportunity is offered with Extend. Or one stimulating activity can be offered in Engaged followed by multiple Explore->Explain iterations.
The structure of the instructional pieces constitutes just one aspect of this framework. Formative assessment and professional metacognitive reflection are the other two pieces of this framework. Formative assessment is the use of assessments to assess to direct each stage of learning. It needs to be intentional and consistent within the inquiry process. Metacognitive reflection helps teachers to engage reflectively at every stage of the inquiry process. This is a component of the process that will need to be modeled and fostered for students.
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