The Advantages and Disadvantages of Inquiry Based Learning
c. The Advantages and Disadvantages of Inquiry Based Learning
Based on the explanation above, inquiry based learning gives some advantages to the teaching and learning process. According to Sund and Trowbridge (1993: 65) the advantages are as follows:
1) Instruction becomes students-centered. One of the basic psychological principles of learning states: the greater student involvement, the greater the learning. In inquiry, learning involves total aspects that contribute to the individual becoming a fully functioning person. For example, in inquiry situations students learn not only concepts and principles, but self direction, responsibility, social communication, etc.
2) Inquiry based learning builds the self concept of the students. Each of us has a self- concept. If our self-concept is good we feel psychologically secure, open to new experiences, will take chances and explore, tolerate minor failures relatively well, more creative, having good mental health, and eventually becoming fully functioning individuals. Part of the task of becoming a better person is to build our self-concepts. It can be done by being involved because through involvement the people manifest their potential and gain into”self”. Inquiry teaching provides opportunities for 2) Inquiry based learning builds the self concept of the students. Each of us has a self- concept. If our self-concept is good we feel psychologically secure, open to new experiences, will take chances and explore, tolerate minor failures relatively well, more creative, having good mental health, and eventually becoming fully functioning individuals. Part of the task of becoming a better person is to build our self-concepts. It can be done by being involved because through involvement the people manifest their potential and gain into”self”. Inquiry teaching provides opportunities for
Increasing an expectancy level. Part of the person’s self-concept is his expectancy level. This means that the student believes or expects he is able to accomplish a task on his own.
4) Inquiry based learning motivates students to gain independence in research and learning.
5) Inquiry based learning develops talents. Inquiry provides students more opportunities to develop their talents such as creativity, social and organizing.
6) Inquiry based learning keeps students’ retention longer and more deeply. It is better to allow students time to think and study some topics in depth than to rush through several units.
Inquiry based learning avoids learning only at verbal level.
8) Inquiry based learning permits time for students to mentally assimilate and accommodate information. Students need time to think and use their minds to reason out and gain insights into the concepts, principles, and investigate techniques they are involved in. It takes time for such information to become a part of the mind in a meaningful way. Piaget in Sund and Trowbridge (1993: 67) states that there is no true learning unless the students mentally acts upon information and in the process assimilate or accommodates what he encounters in his environment. Unless this occurs, 8) Inquiry based learning permits time for students to mentally assimilate and accommodate information. Students need time to think and use their minds to reason out and gain insights into the concepts, principles, and investigate techniques they are involved in. It takes time for such information to become a part of the mind in a meaningful way. Piaget in Sund and Trowbridge (1993: 67) states that there is no true learning unless the students mentally acts upon information and in the process assimilate or accommodates what he encounters in his environment. Unless this occurs,
follows:
1) Inquiry based learning needs more time than other method. It can be understood for inquiry focuses on the depth understanding about topic by emphasizing students’ competency.
2) Inquiry based learning is not suitable for passive and unmotivated students, since it needs an active engagement and high motivated learners.