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What is inquiry-based learning?
How does it differ from the traditional approach?
What does it have to do with my classroom?
What are the benefits of inquiry-based learning?
How has inquiry-based learning developed since it first became popular?
Another perspective
What are some critical perspectives?
How can I use inquiry-based learning in conjunction with other educational techniques?

Another perspective

Arthur Costa Interview with Arthur L. Costa

In the following interview, Arthur L. Costa, 1 codirector of the Institute for Intelligent Behavior in Berkeley, California, offers a few thoughts about inquiry-based learning. In some places, his opinion may differ from those expressed by Joe Exline, the author of this workshop. We hope that these differences will stimulate creative and productive debate about these important issues.


. Concept to Classroom: What is inquiry-based learning?

. Concept to Classroom: Is there a particular educational or cognitive theory that inquiry-based learning is based on?

. Concept to Classroom: Has the inquiry approach been used in other countries? If so, where and what have the results been?

. Concept to Classroom: Is inquiry-based learning appropriate for all grades?

. Concept to Classroom: Is inquiry-based learning appropriate for all subjects? I know there's a lot of talk about it in science, but is it applicable to other subjects as well? And how would you apply it in different subject areas?

. Concept to Classroom: Has there ever been a specific study that compared the effectiveness of inquiry-based learning with conventional instruction?

. Concept to Classroom: Was Suchman the person who coined the term "inquiry-based learning"?

. Concept to Classroom: You talk about students constructing their own knowledge and meaning. Is there a difference between inquiry-based learning and constructivism, which was the subject of a previous workshop?

. Concept to Classroom: Does the inquiry-based learning environment require expensive resources or materials that are not usually available to a teacher, school, or students? And, if so, how would you suggest meeting those requirements?

. Concept to Classroom: What is the role of technology in the inquiry-based classroom?

. Concept to Classroom: Inquiry-based learning emphasizes thinking and problem-solving skills. There's general agreement now that students need to acquire and improve these skills, but they are usually referred to in only very general terms. Can you enumerate specific features of these skills? How do they translate into teaching points? And what are some specific examples of what it means to think critically, and how would you approach that in the classroom?

. Concept to Classroom: Do you think that traditional instruction impedes the development of thinking skills?

. Concept to Classroom: Do you have any suggestions for how teachers might juggle the already limited time they have between emphasizing basic skills, while meeting standards and implementing inquiry as well?

. Concept to Classroom: Since inquiry activities do not lend themselves to standardized tests and other traditional assessment formats, do you have any suggestions for assessment tools that might be appropriate alternatives?

. Concept to Classroom: How would you characterize the teacher's role in inquiry-based learning?

. Concept to Classroom: Since you've described this kind of more complicated role, do you think that inquiry-based learning requires special training for the teachers?


Workshop: Inquiry-based Learning
Explanation | Demonstration | Exploration | Implementation

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