Project, Problem, and Inquiry-based Learning

The Internet is bringing learning to more and more homes. The impact of web-based learning on education is evident. Information about every conceivable topic is now available to the general public at the click of a finger. It is no longer the monopoly of schools, teachers, libraries or books. As a result of integrating technology in the work force and technology-rich environments available in many homes, the focus has turned from teacher teaching to student learning.

A student centered approach has "developed research-based curriculum projects that enable online virtual communities of practice using advanced tools to solve real world problems. Learners engage in guided, reflective inquiry through extended projects that inculcate sophisticated concepts and skills and generate complex products" (Dede, 2000). "There are several variations on inquiry-based learning. Among the most widely used are the Future Problem Solving Program and the Problem-based Learning Approach" (EBC, 2004) and project learning.

Inquiry-based learning presupposes that every child wants to learn and that asking questions is a natural means of getting information. "When students are doing inquiry based science, an observer will see that" (Synergy Learning, 1995):

1.      Children view themselves as learners in the process of learning.

2.      Students accept an "invitation to learn" and willingly engage in an exploration process.

3.      Students raise questions, propose explanations, and use observations.

4.      Students plan and carry out learning activities.

5.      Students communicate using a variety of methods.

6.      Students critique their learning practices.

However, students need to develop skills and "good habits of mind" (EBC, 2004) so that they can cope with future situations and become life long learners. The inquire-based approach to learning uses authentic situations. It challenges students to view real life problems and try to solve them. Learning to use computer applications such as word processors, databases, spreadsheets, presentations, and webpage software helps students deal with information to solve problems. Trying to solve or resolve problems motivates learners and involves them in the learning process. Students learn to use higher order thinking and social skills necessary in today's fast moving world.

Learning is a life long process. The following statement reflects the aim of inquiry-based learning as learning for life (EBC, 2004):

Ultimately, the importance of inquiry learning is that students learn how to continue learning. This is something they can take with them throughout life -- beyond parental help and security, beyond a textbook, beyond the time of a master teacher, beyond school -- to a time when they will often be alone in their learning.

This life long approach to learning transforms the teacher from a provider of information to a facilitator or coach (Woods, 1996) who guides students in a life long quest to learn about learning. According to Joe Exline (EBC, 2004), the teacher's role has to reflect the change in an inquiry-based lesson:

1.      The teacher reflects on the purpose and makes plans for inquiry learning.

2.      The teacher facilitates classroom learning.

Inquiry and problem based learning are very similar to project-based learning (PBL) in that they also raise questions that require answers. Project based learning "organizes learning around projects" (Thomas, 2000). Project-based learning poses "challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities" (Thomas, 2000). Technology offers an ideal environment to practice inquiry, problem, and project-based learning. "In project-based learning, students work in teams to explore real-world problems and create presentations to share what they have learned" (Staff, 2001). Students learn the skills necessary to access information, manipulate data, and create a new product to share with others. "Research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects"(Staff, 2001).

All three approaches to learning "emphasize the importance of students exploring ideas, conducting "hand-on" investigations, engaging in projects on topics they choose, working collaboratively, discussing their ideas, and gaining conceptual understanding" (Kleiman, 2004) Similarly they all reflect technology-rich environments.

Annette Lamb claims that inquiry based learning can "enrich the learning experience at least in six ways" (2004) and provide students with the motivation to learn. Lamb suggests six E's: "excite, enhance, engage, experiment, exchange, and explore" (2004). The following list provides examples for each:

1.      Excite: WebQuests provide an inquiry-based learning environment that brings meaning and excitement to classroom activities.

2.      Enhance: Technology can provide scenarios and interdisciplinary connections to enhance learning.

3.      Engage. Real-world data engage students in activities. Interactive projects, simulations, and what-if situations encourage students to ask questions and seek answers.

4.      Experiment. Technology can provide information and tools to help students identify problems, brainstorm ideas, discuss possibilities, test ideas, and draw conclusions.

5.      Exchange. Help students reach out to the world through global communications. Participating in projects help students exchange ideas, understandings, experiences, perspectives, and interest.

6.      Explore. Many students travel no farther than the local mall. Technology can provide experiences visiting places around the world. [Online] Virtual Field Trips can provide these adventures.

Many educators have set their goals at enriching students. Increasing number of classrooms now has access to the Internet. It is becoming easier for teachers to create web-based learning activities for their students (MacGregor & Lou, 2005). One example of inquiry, problem, and project-based learning task has been the WebQuest. "Using the WebQuest represents a higher-order use of technology requiring students to exercise information seeking, analyzing, and synthesizing strategies" (MacGregor and Lou, 2005). A WebQuest is an ideal way to have "a framework for teachers to structure student-centered learning using Internet resources" (MacGregor and Lou, 2005). It is a perfect example of an inquiry-based task which requires students not only to find information to solve a problem, but "reminds them about what they've learned, and encourages them to extend the experience into other domains" (MacGregor & Lou, 2005).

It seems that technology enhances learning but there are critics who question whether inquiry, problem and project-based learning "increase students' learning" (Kleiman, 2004)? According to research done by The Enhancing Missouri Instructional Networked Teaching Strategies (eMints) program, there is "a clear and consistent relationship between teachers' use of the eMINTS recommended teaching practices and students' performance on the MAP test" (Kleima, 2004).

As advances in technology and web-based learning increase, educational goals are changing from content to life long learning skills that will prepare the students' of today for tomorrow's "thriving on chaos (making rapid decisions based on incomplete information to resolve novel situations); the ability to collaborate with a diverse team - face-to-face or across distance – to accomplish a task; and creating, sharing, and mastering knowledge through filtering a sea of quasi-accurate information (Peters 1997 as cited in Dede, 2000). This change in educational goals will come as a result of integrating technology in the learning process.

References

Dede, C. (2000, March). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2) 281-303. Retrieved January 11, 2005, from http://www.virtual.gmu.edu/ss_pdf/DedeJCS.pdf

Educational Broadcasting Corporation. (2004). Workshop: Inquiry-based learning. Retrieved January 6, 2005, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Kleiman, G. M. (2004). Does technology enhance inquiry-based learning? Retrieved January 10, 2005, from http://www.cosn.org/resources/edc/vol_1.pdf

Lamb, A. and Johnson, L. (2004, January 1). Project, problem, and inquiry-based learning. Retrieved January 5, 2005, from http://eduscapes.com/tap/topic43.htm

MacGregor, S. K. & Lou, Y. (2004-2005). Web-based learning: How task scaffolding and web site design support knowledge acquisition. Journal of Research on Technology in Education, 37 (2). Retrieved

Staff, G. (2001, November 1). Project-based learning research. Retrieved January 12, 2005, from http://www.glef.org/php/article.php?id=Art_887&key=037

Synergy Learning. (1995, March-April). Inquiry based science: What does it look like? Connect Magazine, p.13. Retrieved January 12, 2005, from

http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html

Thomas, J. W. (2000, March). A review of research on project-based learning. Retrieved January 12, 2005, from http://www.bie.org/tmp/research/researchreviewPBL.pdf

Woods, D., R. (1996). Problem-based learning: Helping your students gain the most from PBL. Retrieved January 7, 2005, from http://chemeng.mcmaster.ca/pbl/chap1.pdf