The Inquiry Learning Charade – APRIL 2024

In recent years, many schools in New Zealand and Australia have embraced the concept of student ‘inquiry learning’, an approach, often peddled by consultants selling a rigid learning model.  However, upon closer examination, it has.became evident that this prevalent approach often aligned more closely with ‘project-based learning’, a feature of the late 1900’s.  Many schools have since abandoned inquiry learning.. 

To redefine the educational landscape effectively, a nuanced distinction must be made between ‘inquiry learning’ and ‘inquiring learning’.  Note here that inquiring is a verb – it denotes action, and is not used as a noun – the name of a style of learning. Professor David Hopkins redefines it as ‘student curiosity’.  The inquiry learning approach encapsulates a structured, typically rigid process that can limit students’ autonomy in shaping their learning and expressing their unique ideas. Conversely, inquiring learning embodies a dynamic and active engagement, empowering students to purposefully pursue knowledge and define and own their educational experience.

Several essential components underpin the effectiveness of inquiring learning. The incorporation of genuine choice in learning ensures that students can explore topics aligned with their personal passions and interests, fostering intrinsic motivation. Simultaneously, a focus on relevant learning tailors educational experiences to individual students’ levels, enhancing the meaningfulness of their learning journey.

Providing students with access to essential independent learning skills and tools, such as self-management, knowing how to identify and use information from the internet, and the ability to seek help when needed, equips them with valuable life capabilities. The inclusion of tools for higher-order thinking, such as models and taxonomies  (eg Blooms, SOLO, Marzarno and Webb) that stimulate critical thought, enriches the learning process by encouraging deeper engagement and understanding.

Flexible timelines and varied presentation methods represent an acknowledgment of the diverse nature of learning. Recognising that each student’s inquiring pursuit is unique, this approach allows for adaptability, ensuring that the learning experience is both tailored and relevant to individual needs

This reframing of inquiring learning positions it as a dynamic, student-centered endeavour, moving away from standardised processes to embrace a more nuanced, personalised, and impactful educational experience. 

Within the context of the ongoing challenges post-COVID, where student engagement and motivation have become critical concerns, the importance of inquiring learning is underscored. Government responses to declining attendance and diminishing results in standardized tests have often had a focus on teaching basic skills in literacy and numeracy and a narrowing of the curriculum. However, this may not be the most effective approach. The need for rich, relevant, and engaging learning experiences becomes even more pronounced in these circumstances,  Inquiring learning emerges as a promising avenue to reinvigorate education, providing a framework that not only addresses these challenges but also empowers students to actively participate in and take ownership of their learning journey. Surely this will foster lifelong learning and create learners and leaders of the future.