Inquiry-based learning started life as the result of the work of Schwab (1964), who discussed it in terms of all sciences, not just physics. Schwab, (p. 12) described inquiry
2.4. Learning theories – ways to teach Chapter 2. Review of Related Literature
having its origin in concepts: with the conceptual structure in place, such as the knowledge of waves and particles, scientists are able to ask questions, do experiments and interpret the data and thus gain new knowledge. He points out, though, that if a student’s knowledge depends only on this conceptual structure, it will be of temporary use only, unless it is used to discover new concepts, which result in new enquiries leading to new knowledge (p. 13). Schwab, (p. 14) comments:
Unless we intend to treat all knowledge as literal, true dogma, and thereby treat students as mere passive, obedient servants of our current culture, we want our students to know, concerning each body of knowledge learned, how sound, how dependable it is.
Schwab (1964, p. 24) says that the meaning of physics ‘facts’ are “only understood properly within the context of the inquiry that produced them”. He says that this aspect has been completely overlooked due to the improper training of teachers who are told that the ‘scientific method’ is something simple and well defined.
The place of inquiry in curricula is also outlined by Schwab (1964, p. 30). If students are to be taught a given body of knowledge, then they should also be taught how this knowledge came about (the structure) as well as the strengths of, and alternatives to, the structure. Students will then better understand the knowledge, as well as be more open to future developments and revisions. Students will also understand how “one body of knowledge succeeds another”.
Inquiry based curricula, notes Tytler (2007, p. 47), come in many forms including set-piece experiments, teacher-led investigations, or open-ended investigations. See Section 2.5.3 for a discussion of the issues concerning classroom experiments and investigations.
2.4.3.1 Example: CASSP
An example of an inquiry-based curriculum project in Australia is theCollaborative
Australian Secondary Science Program(CASSP) which was trialed in all states in 2002.
The aim of this program, described in Goodrum (2006), was to provide teachers with a whole package of professional development, resources and curricula to teach students in an inquiry-based way. The aim of the curriculum was scientific literacy (in the sense of Section 2.3.2, for the future-citizen) and was centred on “student-centred approaches to learning” and “inquiry and investigative approaches”. The hope was that this would make science more engaging and relevant for students.
2.4. Learning theories – ways to teach Chapter 2. Review of Related Literature
Teachers were very positive about the scheme, although the students were less so. Only one-third of students were happy with science in the new classes and the main concern was expressed by high-achieving students. These students tended to associate pure memorisation of facts with learning and achieving high grades. The CASSP
scheme, with its inquiry focus, did not generate bodies of knowledge to memorise and so these students did not feel they were learning.
The main challenge for teachers in the inquiry-based learning scheme is to effectively sum up the results of the class investigations in a way that is useful for students. Without this, the lessons may not achieve anything for the students.
Another project in which Goodrum is involved in isScience By Doing. This
program, still in its pilot stage, claims to be a “creative web-based, inquiry-based
program designed to promote active learning and stimulate student interest” (Science by Doing, n.d.).
2.4.3.2 Critique of Inquiry-based learning
Tytler (2007, p. 48) argues that there is a need for curricula to include inquiry-based learning on broader topics than can be found in the classroom. These topics would be issues in the media at the time (e.g. the Large Hadron Collider), issues of local interest (in Canberra this might include the proposed Data Centre at Tuggeranong), or perhaps issues of longer term relevance such as Global Warming. The aim again is to increase the student’s scientific literacy.
The problem with this broader approach, notes Tytler (2007, p. 49), is the potential complexity of the science involved in order to understand the issue. One proposal is to pre-package the data and material needed to cover the topic.
In terms of this study, prepackaging material is an excellent suggestion. If the advocates of this approach are to be believed, this will have the effect of giving students knowledge, as well as context, which is exactly what the Olympiad participants need.
2.4.4
Summary
In this section, three learning theories were discussed. This first was the conceptual change learning theory which, at its heart, is based on constructivism. This is the practice of using students’ own experiences as a starting point for building knowledge. The key to teaching using conceptual change is to provide a place for students
2.4. Learning theories – ways to teach Chapter 2. Review of Related Literature
understandable, believable and useful. Examples of the teaching techniques discussed all had the same theme: that of teacher interaction, experimentation (either on the bench or via thought experiments), class discussion and persuasion, and finally synthesis of ideas.
Conceptual change is not universally popular, however, because it does not always result in students excising their misconceptions. Nevertheless, it does have a place in this study as the resources created are likely to be suitable for small group work, or class discussion.
The second learning theory discussed was context-based learning. The aim here is to immerse classroom science in topics that students can relate to. It has a scientific literacy angle as it is suggested that by learning about topics prominent in the media, students will gain tools for interpreting future science issues and thus become better citizens. The teaching methods discussed were largely found to separate the ‘literacy’ teaching from the ‘knowledge’ teaching into different courses, so that students aiming for further study were not disadvantaged. The topics were often framed as case-studies and students were generally found to enjoy the lessons.
Some disadvantages of context-based learning were that some community-based case studies required financial support; parents and the media thought that these lessons were ‘dumbing down’ science; and that student grades were often lower under this scheme as teachers had less time to give students feedback. The advantages, however, were that students enjoyed science more, the future-scientists broadened their education to include issues of public interest, and that rural schools particularly appreciated this technique.
Context-based learning has a place in this study as the resources created will not form an entire curriculum. Instead they will provide material for an occasional lesson which should have the effect of increasing interest among the students and providing a change of pace to class.
Finally Inquiry-based learning was considered. Under this method, students learn how the knowledge they are taught came about, which should allow them to better understand it, and cause them be open to future revisions of this knowledge. The aim is for lessons to be closer to the way ‘real’ science is done. The teaching methods are similar to the context-based lessons in that they generally revolve around something relevant to the students’ lives. The disadvantage of this method, reported in the literature, was that some high achieving students did not feel they were learning enough knowledge to memorise and pass exams. This method may have a place in this study if a way to pre-package data for a case-study can be found.