But the enthusiasm for this approach doesn't end in my district. I recently presented at a conference here in Cincinnati called Integrating Science, Mathematics, and Literacy. The focus of many of the conference sessions was inquiry-based learning.
Questions, Questions, Questions
- I've learned quite a bit about this approach, but all of the information has left me a little confused. Many of the lessons that are considered inquiry seem to me to fall under project-based learning. Students are systematically creating an artifact, but they don't seem to be generating questions as they go. How do we distinguish between project-based and inquiry-based learning?
- Aren't inquiry-based learning and problem-based learning the same thing? If so, why make a distinction between the two? I know that true inquiry must result from student-derived problems. But I've seen continuums that state that inquiry can also result from teacher-derived problems.
- Shouldn't all inquiry-based lessons begin with some sort of question or problem? In college, I learned that inquiry begins in one of three ways: discrepant events, a question, or by inquiring into the identity of an object, piece of art, etc.
- Is this an example of an inquiry-based lesson?
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