我就喜歡這樣的妳

Analysis and reflection on inquiry

1.      Introduction 4 levels of Inquiry

To shift away from an exam-oriented educational environment, Taiwan introduced the 108 Curriculum in 2020. This curriculum aims to inspire students' learning motivation, cultivate curiosity, enhance exploratory abilities, foster critical thinking and judgment, and develop their capacity for action (Edu Bureau, 2014). According to Berghoff et al. (2000), inquiry-based learning is an approach that involves discovering and solving problems, emphasizing students' proactive engagement in their education. Consequently, inquiry-based learning has been integrated into various subjects, such as science and computer science in Taiwan.

According to Banchi and Bell (2008), most students need extensive practice to develop their inquiry abilities and understanding to the point where they can conduct their own investigations from start to finish. Thus, it is very important for teachers to apply different levels of inquiry to fit in various students’ needs. Banchi and Bell (2008) divided inquiry into four levels: Confirmation Inquiry, Structured Inquiry, Guided Inquiry, and Open Inquiry.

Both confirmation and structured inquiries are widely used in elementary science curriculum to help students gradually develop their abilities. Firstly, confirmation inquiry is used to reinforce previously introduced concepts, introduce students to the investigative process, or help them practice specific inquiry skills such as data collection and recording (Banchi and Bell, 2008). Therefore, teachers provide students with a predetermined question, a procedure, and known outcomes through structured experiments or activities, ensuring that students grasp and can apply fundamental concepts effectively.

Secondly, structured inquiry involves the teacher providing both the question and procedure, while students are responsible for generating an explanation based on the evidence they collect. This approach allows them to explore specific concepts in a student-centered, investigative manner as intended (Banchi and Bell, 2008).

Thirdly, guided inquiry requires students to plan experiments, design procedures independently, and record data autonomously. The teacher presents students with a research question and acts as a guide, offering guidance to ensure the coherence and feasibility of their investigation plans. Students collaborate on experimental setups and data analysis, formulating explanations based on their findings and fostering collaborative learning experiences (Banchi and Bell, 2008).

The preceding three levels of inquiry serve as the groundwork for students to embark on open inquiries. Students must show competence in planning and conducting investigations, which involves collecting data, analyzing it, and drawing conclusions based on evidence. This proficiency serves as their gateway to engaging in open inquiry and taking on the role of true scientists.

Finally, Open inquiry empowers students to conduct investigations independently from formulate their own questions, to design and conduct investigations, and demonstrate logical reasoning in their explanations, supported by collected evidence effectively. In the end,  students persist in problem-solving and deepen their understanding of scientific inquiry(Banchi and Bell, 2008).

According to Miers, Coles, Girot, and Wilkinson (2005), conceptual knowledge supports transfer, enabling students to apply it in interpersonal practice. Additionally, Mills (2016) identified four primary dimensions of conceptual understanding: factual and procedural knowledge, making connections between ideas, knowledge transfer, and metacognition. That is to say, 4 levels of inquiry play a crucial role to supports the formation of conceptual understanding. Students grasp the framework of inquiry and engage in experiments to discover evidence supporting their findings. Ultimately, they can use this framework and procedure to explore their interests, making learning truly student-centered.

2. Critical Comparison of Three Inquiry Models

Inquiry-based learning methods align with theories of cognitive development and scientific progress, evolving into various learning cycles. Hammer (1997) asserts that these models collectively emphasize incorporating diverse questions and tasks during teaching. This approach enables students to expand upon and apply acquired curriculum concepts when solving problems or completing learning tasks. However, to provide tailored education that meets students’ needs, it is crucial for teachers to compare and contrast different inquiry models and select the most effective ones for their teaching practices. Therefore, in the following paragraphs, I will introduce three commonly used inquiry models in Taiwan and analyze the strengths and weaknesses of each model.

Firstly, The Big6 model, proposed by Michael Eisenberg and Robert Berkowitz (1999), is a framework designed around the principles of inquiry learning and cooperative teaching, specifically tailored for K-12 students. It consists of six primary steps: task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. Later, Eisenberg and Berkowitz (2010) introduced the Super3 model, which simplifies the process into plan, do, and review, targeting K-3 students. According to Chen et al. (2022), both the Big6 and Super3 models provide a solid framework for problem-solving skills. Based on other researchers' findings, this approach can enhance students' learning efficiency and serve as a foundation for cross-curricular integration (Abdullah, 2008; Grover, 1999). However, it can also be a disadvantage as students may repeatedly revisit task definition, seeking strategies, and accessing information. Chen et al. (2022) suggest that both the Big6 and Super3 models are suitable for elementary school, enabling teachers to guide activities such as science exhibitions, chronological tables of historical figures, comparative analyses of novels, author research, and animal projects.

Secondly, 7E model developed by Eisenkraft (2003) is an inquiry-based instructional model based on the theory of constructivism. The seven stages of this constructivist-based learning cycle model are Elicit, Engage, Explore, Explain, Elaborate & Evaluate and Extend. Originally, the learning cycle model, first introduced by Karplus and Thier (1967) with phases of Exploration, Invention, and Discovery. Then, the 5E Instructional Model, developed by the Biological Science Curriculum Study in 1987, includes Engage, Explore, Explain, Elaborate, and Evaluate. Building on this foundation, Arthur Eisenkraft expanded the model in 2003 to include seven phases, known as the 7E model (Rahman & Chavhan, 2022). According to Rahman and Chavhan (2022), the 7E learning cycle model offers several advantages, such as aiding in deeper understanding of concepts, promoting transfer of learning, stimulating intrinsic motivation to learn, developing thinking skills, and enhancing communication and social skills. However, 7E is time-consuming and challenging to implement fully within the constraints of typical classroom schedules, where customization of lessons based on individual student prior knowledge is often impractical. Therefore, the 7E model is suitable for high school students and above, allowing them to delve deeper into various topics.

Finally, The I-LEARN Inquiry Model, developed by Delia Neuman in 2011, supports students in the research and critical thinking process. It offers a framework for learning through the stages of Identify, Locate, Evaluate, Apply, Reflect, and kNow. According to Lee, Tecce DeCarlo, Grant, and Neuman (2016), the model includes an assessment component that allows teachers and students to evaluate the levels of both information and digital literacy achieved. Chen et al. (2022) state that I-LEARN is suitable for developing digital literacy competence among K-12 students.

All three models provide a structured approach to information literacy and problem-solving, supporting research, critical thinking, and inquiry-based learning. However, each model differs in its primary focus and ultimate goals. In conclusion, educators can enhance student engagement, promote deeper learning, and foster essential 21st-century skills by integrating appropriate models into their teaching.

3.      Critical Evaluation of an Example of Inquiry Practice (568)

I wanted to understand how the inquiry model works in Taiwan, so I chose two studies that utilized this model in teaching. The first study used the Big6 model to investigate fourth-grade students' learning performance in a science class during the inquiry process, as well as the collaborating teachers' perspectives on the curriculum. The research spanned one semester and employed various methods such as participant observation, interviews, questionnaires, tests, and document analysis to collect data. According to Lin and Hsieh (2013), this study used the 'Aquatic Family' unit as the inquiry theme. It focused on students collecting information to create an aquarium plan and engaging in breeding activities to cultivate their appreciation for nature through long-term observation of aquatic organisms. The curriculum followed the six steps of the Big6 model. Teachers Shen and Zhang collaborated on the unit, designing information literacy and reading lessons to help students apply their knowledge and skills. The second study used the 5E model to investigate 12th-grade students' learning performance in a geography class during the inquiry process. According to Lan (2020), the research combined both quantitative and qualitative analyses to evaluate the effectiveness of inquiry-based learning in a Geography course. The quantitative component involved a pre- and post-test design with two groups, accompanied by statistical analyses. Meanwhile, the qualitative component included semi-structured interviews and documentary research with selected students from the experimental group. This approach aimed to gain deeper insights into their learning experiences and attitudes.

Both studies demonstrated that integrating information literacy and reading strategies into instruction is feasible, even for fourth-grade students whom performed well in information-seeking strategies, locating and accessing information, and using and synthesizing information (Lin and Hsieh, 2013). In addition, implementing inquiry-based learning is suitable for cultivating core competencies for students of varying proficiency levels (Lan, 2020). In other words, the Big6 model is suitable for younger students, providing a useful framework to guide their inquiry. Meanwhile, the 5E model offers plentiful opportunities for students to apply their abilities, which supports individual growth. However, although students can follow the inquiry procedure, they still need more time and practice to further develop and internalize their skills. According to Lin and Hsieh (2013), there is no direct evidence showing a clear relationship between the inquiry model and students' improvement. Additionally, factors such as teacher collaboration and well-designed lessons were not considered in the experiment. In addition, Lan (2020) highlights that the significant value of inquiry-based learning lies in providing group inquiry processes and creating a learning environment that fosters free discussion and expression. However, it is unfortunate that Taiwanese teachers often remain more teacher-centered and lack flexibility, objectivity, rationality, and positive feedback. This teaching approach may limit students' opportunities for inquiry and constrain their internal development (Lan, 2020). To sum up, the 108 Curriculum encourages teachers to adopt more student-centered teaching methods. Research provides evidence that inquiry methods are effective in teaching information literacy and in the experimental procedures used. Although researchers have explored various inquiry models across different grades, local teachers often emphasize the need to focus on memory and test-taking skills due to entrance exams. However, academic papers suggest that once students achieve conceptual understanding—which is the ultimate goal of inquiry—they are better able to acquire knowledge and apply it in practice. Therefore, K-12 teachers play a crucial role in creating a safe and welcoming environment where students can explore their interests and receive step-by-step scaffolding.

4.      Reflection and Next Steps

A main issue in the Taiwanese educational system is the lack of lifelong professional development for teachers and the absence of specific grading criteria for their performance. As a result, many teachers in Taiwan are reluctant to pursue advanced courses, explore new teaching methods, and step out of their comfort zones. However, since the introduction of the IB program into the public education system, I have observed some positive changes and efforts to improve the situation. For example, as an elementary school English teacher, I have become an IB Educator Certificate (IBEC) student. Working with passionate and professional individuals through the IBEC program has greatly empowered and inspired me, leading to significant changes in my teaching approach and mindset.  I have found that quality is more important than quantity, and that granting students more freedom leads to more impressive work. Consequently, I want to implement the Super3 inquiry model, global issues, and international mindedness into my teaching. Here is the lesson plan about climate change.

●    References

Bell, R., L. Smetana, and I. Binns. 2005. Simplifying inquiry instruction. The Science Teacher 72(7): 30–34.

Banchi, H., & Bell, R. (2008). The many levels of inquiry. The Learning Center of the National Science Teachers Association (NSTA).

Lin, C., & Hsieh, H.-Y. (2013). The integration of the Big6 information literacy and reading strategies instruction in a fourth grade inquiry-based learning course, "Our Aquarium". Journal of Library & Information Studies, 11(1), 95-130. https://doi.org/10.6182/jlis.2013.11(1).095

Mills, Susan. (2016). Conceptual Understanding: A Concept Analysis. The Qualitative Report. 21. 546-557. 10.46743/2160-3715/2016.2308.

Lee, Vera & Tecce DeCarlo, Mary Jean & Grant, Allen & Neuman, Delia. (2016). A Collaborative I-LEARN Project With Kindergarten and Second-Grade Urban Teachers and Students at a University-Assisted School. Urban Education. 56. 10.1177/0042085916677344.

Lu, H.-F. (2019). The integration of IB-PYP inquiry concept in the development of the "Hello, Chinese! Starter" children's textbook (Master’s thesis, Department of Chinese as a Second Language, National Taiwan Normal University) Taipei.

Lan, C.-H. (2020). Promoting learning and achievements of the core competencies for geography in senior high school through inquiry-based learning (Master’s thesis, Department of Geography, National Taiwan Normal University). Taipei, Taiwan.