Reflections on the Usage of Inquiry Model in Teaching Grade School Students

The study of Abdi (2014) is only one of the several researches on inquiry model of teaching that agrees with the positive effects on students' performance. In it, Abdi (2014) investigated the effects of inquiry-based learning method on students' academic achievement in sciences lesson. He compared the two models of teaching of two different classes which were found to be statistically equal. The control group was traditionally instructed, and the experimental group was given an inquiry-based learning method.  Enlighteningly, the findings depicted that students who were given an instruction through inquiry-based learning method got a statistically higher score compared to the ones who were rationally instructed. Therefore, there is a significant difference between the two models.

In my analysis, I see that this model engages the students actively. They become intrinsically motivated, perhaps, because of the students' inherent curiosity. However, inquiry model will only be effective if the lesson plan is carefully planned and crafted. Haphazard and superficial questioning may not be of help. The encouraged inquiries should be deep and profound. At a later time, finding answers will generate an aha moment, a sudden moment of discovery, to them. I think these answers will be cherished, and are fulfilling to them. Upon studying the research, I find that the inquiry model significantly aids the students to notch up their higher order thinking skills. I like it for it does not only teaches the content, but also skills that are important in life such as investigation, and problem-solving skills.

I did inquiry model in my classes, and also saw many teachers who implement the same model. We all agree it is effective. Furthermore, inquiry model gives a positive improvement on how students learn the lessons.  I vividly remember the time when I had a lesson on abstract art, and posted an abstract artwork on the board. They formulated questions. Surprisingly, I got many questions, and later tentative answers. It may not be somehow acceptable or defensible, but the students tried to make sense. The momentous answers are the ones that the students made and discovered on their own. I saw how fulfilling the lesson to them.

In my observation, Centennials, otherwise known as Generation Z, the current generation of students today, do not like to become passive recipients of information. For example, if I do a traditional method of solely conveying information to them, for sure, they will be bored. And if they are bored, that is a red flag and a vague signal whether they are getting it or not. Hence, by and large they have short attention span. I infer that they generally like to become active engagers in the teaching-learning process. Indeed, I see them oftentimes involve themselves in a certain lesson through sharing their prior knowledge, questioning, and problem-solving. Students, nowadays, do not rely on teachers as sole source of information. They want to do more and to discover more. Through this, students can self-manage their own learning. In conclusion, I see inquiry model as a fashionable trend of teaching the incumbent generation of students. In the arena where the current leaning is on the facilitation of learning, inquiry model is the highly encouraged model of teaching.

 

Reference

Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41.