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2015
- ISIDORE Id: 10670/1.552026...
- hal: hal-01206421
http://hal.archives-ouvertes.fr/licences/copyright/ , info:eu-repo/semantics/OpenAccess
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Inquiry Cycle Inquiry-Based LearningSujets proches
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Margus Pedaste et al., « Phases of inquiry-based learning: definitions and the inquiry cycle », HALSHS : archive ouverte en Sciences de l’Homme et de la Société, ID : 10670/1.552026...
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Inquiry-based learning is gaining popularity in science curricula, international research anddevelopment projects as well as teaching. One of the underlying reasons is that its successcan be significantly improved due to the recent technical developments that allow the inquiryprocess to be supported by electronic learning environments. Inquiry-based learning is oftenorganized into inquiry phases that together form an inquiry cycle. However, different variationson what is called the inquiry cycle can be found throughout the literature. The currentarticle focuses on identifying and summarizing the core features of inquiry-based learningby means of a systematic literature review and develops a synthesized inquiry cyclethat combines the strengths of existing inquiry-based learning frameworks. The review wasconducted using the EBSCO host Library; a total of 32 articles describing inquiry phasesor whole inquiry cycles were selected based on specific search criteria. An analysis of thearticles resulted in the identification of five distinct general inquiry phases: Orientation,Conceptualization, Investigation, Conclusion, and Discussion. Some of these phases are dividedinto sub-phases. In particular, the Conceptualization phase is divided into two (alternative)sub-phases, Questioning and Hypothesis Generation; the Investigation phase is dividedinto three sub-phases, Exploration or Experimentation leading to Data Interpretation; andthe Discussion phase is divided into two sub-phases, Reflection and Communication. Noframework bringing together all of these phases and sub-phases was found in the literature.Thus, a synthesized framework was developed to describe an inquiry cycle in whichall of these phases and sub-phases would be present. In this framework, inquiry-based learningbegins with Orientation and flows through Conceptualization to Investigation, whereseveral cycles are possible. Inquiry-based learning usually ends with the Conclusion phase.The Discussion phase (which includes Communication and Reflection) is potentially presentat every point during inquiry-based learning and connects to all the other phases, becauseit can occur at any time during (discussion in-action) or after inquiry-based learning whenlooking back (discussion on-action).
