LEARNING AND TEACHING BASED ON INQUIRY AND PROJECTS

University of Prishtina

Prof. Dr. Naser Zabeli

LEARNING AND TEACHING BASED ON INQUIRY AND PROJECTS

a. Inquiry-Based Learning

Inquiry-Based Learning is a pedagogical approach that best allows students to experience the processes of knowledge creation. The attributes of research-based learning include inquiry-driven learning, a student-centered approach where the teacher's role is to act as a facilitator, a shift towards self-directed learning, and an active approach to learning. Students should develop research skills and be prepared for lifelong learning. They should achieve outcomes that include critical thinking, independent research ability, responsibility for their own learning, and intellectual growth and maturity. Strong support for a research-based learning approach comes from constructivism, cognitive research on student motivation, intellectual development, learning approaches, and a compelling and persuasive didactic approach that provides a way for teaching and research to be powerfully integrated for the benefit of all stakeholders (students, teachers, and institutions).

Inquiry-Based Learning is described as an umbrella term for a spectrum of pedagogical approaches (e.g., fieldwork, problem scenarios, research projects, and experimental learning) that facilitate exploration and inquiry by students. Inquiry-Based Learning aims to place the student at the center of learning and offers opportunities for students to direct what they learn in the

courses they follow. It is based on constructivist and socio-cultural theories of learning and is seen as a way to strengthen the links between research and teaching in higher education. Through this approach, students are required to engage actively based on their discipline's knowledge and also support students in creating new knowledge. The development of the relationship between teaching and research is often considered an ideal in research-led universities. Through research, students have the opportunity to engage directly with open problems drawn from disciplinary contexts or professional practice. This can provide an entry into research methodology that is considered essential in developing students' intellectual attitudes related to authorship, as the awareness that knowledge is constructed, fluid, and contested is a belief in the mastery of the ability to create new knowledge and participate in the community of knowledge production, encouraging students to be more curious and motivated to develop their understanding of a given topic (McKinney, in Aston and Walsh, 2021).

Inquiry-Based Learning falls under the field of inductive approaches to teaching and learning, meaning that learning begins with a system of observations or data to be interpreted or with a complex real-world problem, where students study the data or problem they are researching through facts, procedures, and so forth. Thus, the teacher using this model implements inductive teaching methods, which, according to the analysis of various research literature by scholars (Smith, nd) have several characteristics:

• a student-centered approach in which the focus of teaching is on student learning rather than on conveying established content or knowledge rules;
• active learning that involves learning by doing, which may include, for example, students discussing questions and solving problems;
• development of self-directed learning skills in which students take more responsibility for their own learning;
• a constructivist theoretical basis that proposes that students construct their own understanding of reality, where students create knowledge rather than just receiving or transmitting knowledge through direct instruction;
• collaborative and interactive learning;
• work both inside and outside the classroom.

b. Inquiry-Based Teaching

Inquiry-Based Teaching is a teaching model that centers on the student and encourages them to ask questions and investigate real-world problems. In this type of learning environment, students actively engage in the learning process and are given the opportunity to explore their curiosities about the phenomena being studied. It creates a connection between what they learn in the classroom and the real world. The elements of inquiry-based learning have their origins from the teachings of Confucius and Socrates to Spinoza and the American educator Dewey, who, among other things, believed that education begins with the curiosity of the student and that learning and inquiry are related activities. Influenced by Dewey, research-based learning was adopted by many educators in the 1970s and began to appear almost simultaneously in higher education institutions. Inquiry is the act of seeking information. In contrast, research is a method for obtaining information and analyzing materials and sources to establish facts and derive new findings. Inquiry is more commonly used in everyday conversations, while research is employed in a more professional or scientific field (Smith, nd).

Inquiry-Based Teaching is among the active educational teaching approaches that is increasingly gaining popularity. Inquiry-Based Teaching is a strategy that enhances curiosity, exploration, and research learning, involving steps similar to those used by researchers, making it distinct from conventional teaching practices (Olivares et al., 2021). Inquiry-Based Teaching is seen as a way to strengthen the connections between research and teaching in higher education, as it requires students to actively engage based on their existing knowledge and also to link prior knowledge with new information. The development of the relationship between teaching and research is considered an ideal in research-led universities, but it is often conceptualized as informing students about the latest research, with students learning from teachers who are active researchers, rather than students actually conducting research themselves. Through research, students have the opportunity to engage directly with open problems drawn from their disciplinary context, course, or professional practice, which can provide an entry into research communities. Inquiry-Based Teaching is essential in developing students' intellectual attitudes related to authorship as a central goal in higher university education (McKinney, in Aston and Walsh, 2021).

Furthermore, Inquiry-Based Teaching is an educational strategy in which students follow methods and practices similar to those of professional scientists to build knowledge. Inquiry-Based Teaching can be defined as a process of discovering new things, uncovering causal relationships, with students formulating hypotheses and testing them by conducting experiments or making observations. It is often seen as an approach to problem-solving and involves the application of various skills for solving problems, emphasizing active participation and the student’s responsibility for discovering new knowledge through a self-directed learning process that is partially inductive and partially deductive, conducting experiments to explore relationships among at least one group of dependent and independent variables. However, it is not necessary for an inquiry to always include empirical research that must be tested; it can also be inquiry that explores and generates new ideas. In this sense, Constantinos et al. (2015), in their study, conclude that research has several general phases and sub-phases. These research phases and related processes can be organized in different ways that can be followed during the design of specific learning situations. The basic version starts from the conceptual phase, where students have the opportunity to move into the research phase by generating questions or hypotheses. A set of questions is needed to make a plan and begin exploration, while the hypothesis-driven approach guides students toward more structured experimentation in the research phase. Additionally, the specific research cycle can be adapted by placing different emphasis on the discussion phase. In the simplest case, students may present their conclusions based on others’ research, while in a more sophisticated process, communication and reflection may be important processes invoked at every phase of the general research, as well as at the end of a learning cycle. For example, students individually or in groups may discuss their learning process and its outcomes in the conceptual phase before moving on to research.

Characteristics, Types, and Implementation Steps of Inquiry-Based Teaching

Inquiry-Based Teaching shares many similarities with other didactic approaches that promote active learning and teaching. However, some characteristics serve as distinguishing features of Inquiry-Based Teaching, which include:

• Equal emphasis on the process (communication, reflection, collaboration, analysis, etc.) and content;
• Genuine curiosity and questions (from both teachers and students) are central;
• The student’s voice is visible—curricular elements and learning are negotiated, and student questions are taken seriously;
• Prior knowledge is acknowledged and built upon—formative assessment and subsequent planning are essential;
• Meaningful concepts and essential questions that unify knowledge and understanding are identified;
• Students are actively involved in constructing meaning through practical experiences, inquiry, processing, and communicating in various ways;
• Learning occurs in a social context—students learn from each other, together with others, and from those outside the classroom context;
• There is an assumption that meanings are provisional and continually revised and refined based on learning and new questions;
• Reflection, meta-cognition, and depth of thought are valued and planned;
• Assessment is continuous and connected to clear performance/product criteria for rigorous curriculum goals;
• Learning leads to action—informing others, implementing change, advocating, asking further questions, or learning (Approaches to Learning Inquiry-Based Learning, nd).

In the literature, there are many types of Teaching Based – Research, but primarily four types are

considered the most comprehensive, as follows:

1. Structured Inquiry Approach: This is a sequential process that helps students learn how to ask questions and investigate real-world problems. This type of inquiry-based learning is often used in science courses, where students are given a problem to research and learn how to use the scientific process to find a solution.
2. Open-Ended Inquiry Approach: This is a more flexible approach to inquiry-based learning. In this learning environment, students are given the freedom to explore their interests and ask questions about the topic they are studying. This type of inquiry-based learning is often used in humanities classes, where students are asked to explore a topic in depth and debate different viewpoints.
3. Problem-Based Inquiry Approach: This is a problem-solving approach to inquiry-based learning. In this approach, students are given a real-world problem to solve. This type of inquiry-based learning is often used in mathematics and engineering classes, where students are asked to apply what they have learned to solve a real-world problem.
4. Teacher-Guided Inquiry Approach: This is a teacher-led approach to inquiry-based learning. In this approach, the teacher guides students through the inquiry process and helps them ask questions and find solutions to real-world problems (What is Inquiry-Based Learning, 2023).

Benefits of Inquiry-Based Teaching

A diverse and extensive body of research suggests that inquiry-based approaches positively impact students' ability to understand basic concepts and procedures. Inquiry also creates a more engaging learning environment (Galileo and Scot, 2013). Consequently, the increase in students' conceptual understanding and the application of scientific knowledge has the potential to foster students' interest, beliefs, and attitudes towards learning science, while simultaneously reducing their anxiety. Structured inquiry and epistemological beliefs positively and significantly influence this process, with the role of the teacher appearing to be essential (Wang et al., 2022).

Students' metacognitive skills can be developed through inquiry; instead of memorizing material, they develop abilities to research, think abstractly, organize, question, and reflect. Research experiences can provide valuable opportunities for students to enhance their understanding through collaboration, allowing for the creation of new knowledge during learning and developing critical and creative thinking through inquiry (Alameddin and Ahwalb, 2016).

Various studies reveal substantial benefits across different dimensions. These benefits can be summarized as follows:

• Encourages critical thinking
• Improves problem-solving skills
• Fosters creativity
• Enhances communication skills
• Connects learning to the real world
• Helps students understand complex topics
• Promotes engaged learning

Ultimately, this type of learning encourages engaged learning. When students are actively involved in the learning process, they are more likely to retain information because they are invested in what they are doing (What is Inquiry-Based Learning, Types, Benefits, Examples, 2023).

c. Project-Based Learning as a Modality of Inquiry-Based Teaching

Inquiry-Based Learning (IBL) encompasses a wide range of pedagogical and didactic approaches, such as field observations, practical environments, problem-solving, etc. One suitable format of IBL is Project-Based Learning. In a comprehensive study by Thomas (2000), a detailed review of the literature covers articles related to research on "project-based learning," "problem-based learning," and "expeditionary learning." Furthermore, a broad literature review identifies the criteria necessary to answer the question: What must a project have in order to be considered an example of Project-Based Learning? To this end, five central criteria have been summarized: driving questions, constructive inquiries, autonomy, and realization, as follows:

Project-Based Learning projects are central, not peripheral, to the curriculum. This criterion leads to two conclusions. Projects are an integral part of the curriculum; they are the central strategy for teaching—students encounter and learn the core concepts of the course through projects.

Project-Based Learning projects focus on questions or problems that engage students with the central concepts and principles of a discipline or course. Projects may be built around thematic units or the intersection of topics from two or more disciplines, but this alone is not sufficient to define the project. The questions that guide students, the activities, products, and presentations that occupy their time must be orchestrated to serve an important intellectual purpose.

Projects involve students in constructive inquiry. Inquiry is a purpose-driven process that involves searching, constructing knowledge, and problem-solving. Inquiries may include design, decision-making, problem identification, problem-solving, discovery, or modeling processes. However, for an activity to be considered a Project-Based Learning project, the central activities of the project must include the transformation and construction of knowledge according to new meanings and new skills by the students.

Projects are significantly student-directed. Project-Based Learning projects are not teacher-directed. Laboratory exercises and lessons or brochures are not examples of Project-Based Learning, even if they focus on a problem and are central to the curriculum. Project-Based Learning projects do not conclude with a predetermined outcome or predetermined path. Project-Based Learning projects involve much more student autonomy, choice, working time, and responsibility than traditional instructions and projects.

Projects are realistic, not school-like. Projects embody characteristics that give them a sense of authenticity for students. These characteristics may include the topic, tasks, roles played by students, the context within which the project work is carried out, collaborators working with students on the project, the products that are produced, the audience for the project products, or the criteria by which the products are judged.