Discuss
: at this point in the circle of inquiry, learners share their new ideas with others. The learner begins to ask others about their own experiences
and investigations. Shared knowledge is a community-building process, and the meaning of their investigation begins to take on greater relevance
in the context of the learner’s society. 5 Reflect: reflection is just that:
taking the time to back at the question, the research path, and the conclusions made. The learner steps back, takes inventory, makes
observations, and possibly makes new decisions. And so it begins again, thus the circle of inquiry.
c. The Advantages of Inquiry-Based Learning
Youthlearn 2001 explains that teachers who adopt an inquiry- based learning approach help students identify and refine their “real”
question into learning projects or opportunities. Inquiry is a particularly good approach for giving students an opportunity to learn with more
freedom while reinforcing and imparting basic skill. It has some advantages as well:
1 Inquiry-based learning approach is flexible and works well for projects that range from the extensive to the bounded, from the
research oriented to the creature. It is essential, however, that the teachers plan a head so they can guide students to suitable
learning opportunities.
2 The teacher will find that many students who have trouble on school because they do not respond well to teachers and
memorization will blossom in an inquiry- based learning setting, awaking their confidence, interested self-esteem.
3 The traditional approach tends to be very vertical: the class studies science for a while, for example, then language arts,
then math, then geography. In contrast, the inquiry-based learning is at its best when working on interdisciplinary
projects that reinforce multiple skills or knowledge areas in different facets of the same project. The traditional approach is
sharply weighted toward the cognitive domain of growth, inquiry-based learning project positively reinforce skills in all
three domains-physical, emotional and cognitive.
4 Inquiry-based leaning is particularly well-suited to collaborative learning environments and team projects. You can
create activities in which the entire class work on a single questions as a group just be sure that the whole group truly
cares about the question or in teams working on the same or different question. Of course, inquiry-based learning also work
well when teachers have decided to let each students develop an individual project when doing so, however, be sure to
incorporate some elements of collaboration or sharing.
5 An inquiry-based learning approach can work with any age group. Even though older students will be able to pursue much
more sophisticated question and research projects, build a spirit of inquiry into activities whenever teacher can, even with the
youngest, in an age-appropriate manner.
6 The inquiry-based learning approach acknowledges that students, especially students from minority and disadvantaged
communities, have what researcher Luis Moll calls “funds of knowledge” that are often ignored by traditional curricula. An
inquiry-based approach validates the experience and knowledge that all students to the learning process.
Based on the statement above, Inquiry-based Learning gives positive impact for the students. By using inquiry-based learning, students
can help them become more positive and more independent Kühne1995 in Alberta 2004: 11. This is true for all students, including those with
special needs who require more individual attention during the process. It also has some benefits for teacher and students. As stated by Kuhlthau
2007that Inquiry-based learning has some benefits for students and teachers in teaching and learning. The benefits for students one: 1 they
develop social, language, and reading skill. 2 they construct their own meaning. 3They gain independence in research and learning. 3 They
have high level of motivation and engagement. 4 They learned strategies and skills transferable to other inquiry projects. Then the benefits for
teachers: 1 They share responsibility in the instructional team. 2 They share expertise of the team members. 3 They teach content and
information skills simultaneously. 4 They make brainstorming and plan with more creativity. 5 They can enhance of content areas of the
curriculum.
d. The Development of Inquiry-Based Learning Model
The University of Nothingham and the Open University 2008 are partners in developing a new approach of ‘Scripted Inquiry Learning’.
According to Conol, Scanlon, Kerawalla, Mullholland, anastopulou and Blake 2008 that the development of inquiry approach there are four
models for inquiry-based learning. It will explain as follow.
1. Peer, collaborative inquiry learning: where the emphasis of the
model is to facilitate and scaffold learners in dialog and discussion around the inquiry process. It beginwith a question or problem being
set. The students then work individually and collaboratively to tackle the question, coming together to synthesize their finding and finally
they collectively reflect on the process.
2. Hypothesis-driven inquiry learning: where the emphasis is on the
inquiry process beginning with a hypothesis and designing the methods to prove it right or wrong. The hypothesis model emphasizes
