Inquiry Learning in HSIE
After exploring the HSIE syllabus three main areas were identified when teaching students HSIE content - Knowledge and understandings, values and attitudes and skills (Board of Studies, 2006). The area of "skills" involves the process of inquiry learning. These three areas, when combined with each other, create meaning and understanding within the HSIE key learning area. This therefore highlighting that without inquiry learning, knowledge and understandings and values and attitudes learning could not be attained.
(Board of Studies, 2006, p.9)
The inquiry process involves students participating in meaningful research related to important social and environmental issues. Students identify issues and problems, gather relevant information and organise this information in order to solve problems and take responsible action. Throughout this Key Learning Area students learn to:
- Pose questions about investigations
- Identify and gather information by selecting relevant sources of information
- Analyse, organise and store information through a variety of methods
- communicate information using a range of texts and technologies
- Apply information gained to new of different situations and issues by identifying the implications of their learning for future actions. This occurs through predicting, evaluating, suggesting, defining, deciding or problem solving either individually or in group
- Plan and implement action individually or in groups by identifying situations in which participation is required, by contributing to the development of a supportive group, class and school climate, and by accepting and fulfilling social and civic responsibilities within their family, school and community;
- reflect on their learning by describing the sequence of activities undertaken, describing and reviewing their inquiry process, communicating increases in knowledge and skills, and reviewing and modifying individual and group participation
What Inquiry Learning looks like in the classroom
Inquiry-based learning strategies serve as a stimulus for learning, thinking and questioning. There are many strategies and models used for inquiry-based learning. The following is an example of a model developed by the Broken Bay Diocese known as 'IGASAR': (Board Of Studies,2012)
1. Initiating - This phase is of high importance in HSIE as it get's students engaged in thinking about the questions they are trying to find the answer to. It allows them to reflect on prior knowledge, helping them formulate their questions. Students ask Questions like:
*What can we learn from our neighbouring countries?
*Why is it important to help each other?
*How does cultural diversity effect us?
*Why do people belong to groups?
2.Gathering Information - Students actively seek and record information through the use of senses, people, the environment,texts or technology. They record these results in writing, drawings, photographs, videotapes or diagrams.Students ask questions like:
*Why are things important, and why are we trying to save/protect them?
*How can we care for natural things?
*Why do people tell stories?
*How and why do people use maps?
3.Analyse and Organise - Students investigate relationships between ideas and issues that have been recorded. from this they categorise, conceptualise, compare and contrast them. Students ask questions like:
*How do these issues affect us?
*What can we learn from this?
*How can we care for natural things?
4.Synthesise and Conclude - Look at the conclusions students have drawn from what they have learnt. Help them construct meaning and make generalisations. Students do this by:
*Interviews with key members
*Short statements
*Joint Constructions
*Poems
5.Apply- during this phase students apply the knowledge they have learnt to new and different situations. Students can do this by:
*write and publish stories
*Create Brochures
6.Reflect- Teachers and Students reflect on the new content they have learnt throughout this inquiry learning process. They complete this by answering the following questions:
*What has been learnt?
*How have the students learnt it?
*Does what the students have learnt answer the key focus question?
*Suggest new issues and ideas for investigation
1. Initiating - This phase is of high importance in HSIE as it get's students engaged in thinking about the questions they are trying to find the answer to. It allows them to reflect on prior knowledge, helping them formulate their questions. Students ask Questions like:
*What can we learn from our neighbouring countries?
*Why is it important to help each other?
*How does cultural diversity effect us?
*Why do people belong to groups?
2.Gathering Information - Students actively seek and record information through the use of senses, people, the environment,texts or technology. They record these results in writing, drawings, photographs, videotapes or diagrams.Students ask questions like:
*Why are things important, and why are we trying to save/protect them?
*How can we care for natural things?
*Why do people tell stories?
*How and why do people use maps?
3.Analyse and Organise - Students investigate relationships between ideas and issues that have been recorded. from this they categorise, conceptualise, compare and contrast them. Students ask questions like:
*How do these issues affect us?
*What can we learn from this?
*How can we care for natural things?
4.Synthesise and Conclude - Look at the conclusions students have drawn from what they have learnt. Help them construct meaning and make generalisations. Students do this by:
*Interviews with key members
*Short statements
*Joint Constructions
*Poems
5.Apply- during this phase students apply the knowledge they have learnt to new and different situations. Students can do this by:
*write and publish stories
*Create Brochures
6.Reflect- Teachers and Students reflect on the new content they have learnt throughout this inquiry learning process. They complete this by answering the following questions:
*What has been learnt?
*How have the students learnt it?
*Does what the students have learnt answer the key focus question?
*Suggest new issues and ideas for investigation
Criteria For a Successful inquiry
Jeffery D. Wilhelm
1. Begin with guided exploration of a topic as a class
2. Small group inquiry about an open-ended issue
3. Encourage students to link the content to what they already know, personal reality and the world
4. Have students work in groups to create a diversity of viewpoints
5. Predict, set goals and define outcomes.
6. Find or create information – look for patterns.
7. Instruction serves as a guide to help students meet their goals
8. Create an artefact (worksheet, Web Quest etc) that addresses the issue, answers questions and makes learning visible and accountable.
9.Learning is realised and accountable in the design accomplishment
10.Arrive at a conclusion.
11.Document, justify and share conclusion.
(Wilhelm, 2007, p.6)
2. Small group inquiry about an open-ended issue
3. Encourage students to link the content to what they already know, personal reality and the world
4. Have students work in groups to create a diversity of viewpoints
5. Predict, set goals and define outcomes.
6. Find or create information – look for patterns.
7. Instruction serves as a guide to help students meet their goals
8. Create an artefact (worksheet, Web Quest etc) that addresses the issue, answers questions and makes learning visible and accountable.
9.Learning is realised and accountable in the design accomplishment
10.Arrive at a conclusion.
11.Document, justify and share conclusion.
(Wilhelm, 2007, p.6)