Inquiry is a general term that covers a number of different approaches to teaching and learning. Teaching practices that utilize inquiry learning dispositions include:
problem-based learning: learning that begins with the ill-structured problem or case study
project-based learning: students create a project or presentation as a demonstration of their understanding
based instructional design: learning through workplace design solutions to complex problems
learning activities should focus on using information processing skills
(from synthesis observations) and applying discipline "ground rules" as
a means to learn to manage content in a broader conceptual context.
learning puts the learner at the center of an active learning process,
and systemic elements (teachers, instructional resources, technology,
etc.) are processed or aligned to support learners.
The role of the teacher becomes one of facilitating the learning process. Teachers also be learners to find out more about the students and the process of inquiry learning
Being assessed is what is valued. Therefore,
more emphasis should be placed on assessing the development of
information-processing skills, maintained a habit of mind, or "ground
rules" of the discipline, and conceptual understanding - not just the
contents of the field.
important aspect of inquiry-based learning (and science) is the use of
open learning terbuka.Belajar not have a set target or results that must
be achieved. There
is an emphasis on the individual to manipulate information and create
meaning from a set materials provided or circumstances. In
many conventional and structured learning environment, the results are
expected to be told what, and then they just expected to 'confirm' or
show evidence that this is happening.
Open learning has many benefits. [Citation
needed] This means that students not only perform experiments in a
routine like fashion, but really think about the results they collect
and what it means. With
non-traditional open lessons there is a tendency for students to say
that the experiment 'was wrong' when they pooled the results contrary to
what they were told to expect. In
open learning nothing wrong results, and students should evaluate the
strengths and weaknesses of the results they collect themselves and
decide their value.
Open learning has been developed by a number of American science educators including John Dewey and German Martin Wagenschein. Wagenschein idea was especially good complement open learning and inquiry-based learning in the teaching work. He stressed that students should not be taught bald facts, but must understand and explain what they learned. The most famous example of this was when he asked the students to tell what speed physics falling body. Almost all students will produce an equation, but no student can explain what this equation means. [Citation needed] Wagenschien use this example to demonstrate the importance of understanding knowledge.