b. The Process of Inquiry-Based Learning
The inquiry process is iterative, not linear. Students might refine or reject their original research question as they progress through the project
and learn more about it. According to the Inquiry Learning Action Group 2005, discussion and reflection are vital part of the inquiry process.
Discussion allows students to share the results of their investigation, compare their thoughts with comments from others, and share personal
experiences in order to make sense of their ideas. Through reflection, students examine whether or not they have reached an adequate resolution
to their question, what other conclusions could be made, and what questions result from the investigation.
On the other hand, Paula 2006 states that inquiry-based learning is a cyclical process. The learner asks questions
these questions lead to the desire for answers to the question or for solution to a problem and
result the beginning of exploration and hypotheses creation
these hypotheses lead to an investigation to test the hypothesis to find answer
and solution to the question and or problem
the investigation leads to the creation or construction of new knowledge based on investigating finds
the learner discusses and reflects on this newly – acquired knowledge, which , in turn leads to make questions and further investigation.
Figure 1: A cyclical process in inquiry – based learning
In the definition above, Paula states that there are some stages in inquiry process. Similar with Paula’s statement, Inquiry Page Project
2003 has statement that the basic outline of the inquiry process includes
five stages. They are as the following: 1 Ask: it begins with the desire to
discover. Meaningful questions are inspired by genuine curiosity about real world experiences. A question or a problem comes into focus at this
stage, and the learner begins to define or describe what it is. 2
Investigate
: at this stage the learner begins to gather information: researching resources, studying, crafting an experiment, observing, or
interviewing, to name a few. 3 Create: at this stage the learner start to
write their first draft based on their information from investigation result. The learner now undertakes the creative task of shaping significant new
thoughts, ideas, and theories outside of hisher prior experience. 4
ask questions
create hypotheses
investigate construct
new knowledge
discuss and reflect on
discovery generate
new questions
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
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