Limitations on Inquiry Based Learning
As with all processes of learning, there are limitations that IBL has due to its specific nature. Flick identifies that students who are participating in Inquiry Based Learning
are essentially 'learning how to learn' (Flick & Lederman, 2004), which can be a very challenging task to master.
The process of IBL can be particurly difficult for low achievers as they may be working from a limited pre-knowledge base and have a lack of self discipline. Students need to become active learners during IBL and students with a lack of self-discipline may struggle greatly.
During IBL, the learning is student centered and the teacher works only as a facilitator, suggesting that students may stray from the task at hand. To combat this, it is suggested that teachers monitor all students during the investigations, ensuring students are staying on task and are heading in the right direction.
In conducting an inquiry based investigation, teachers should be very prepared to meet students' needs during the investigation which involves a lot of preparation and planning time. Assessing the students who are conducting IBL can be very difficult, as all students can take their investigations to new places and go above and beyond the expected requirements. It is essential that students are given a rubric that can guide their learning and help them determine how successful they will be in their investigations.
To combat these problems, it is recommended that teachers provide teacher control while encouraging motivation for active IBL. It is also essential that the learning directly relates to students and their current world to foster more motivation for the inquiry being studied.
are essentially 'learning how to learn' (Flick & Lederman, 2004), which can be a very challenging task to master.
The process of IBL can be particurly difficult for low achievers as they may be working from a limited pre-knowledge base and have a lack of self discipline. Students need to become active learners during IBL and students with a lack of self-discipline may struggle greatly.
During IBL, the learning is student centered and the teacher works only as a facilitator, suggesting that students may stray from the task at hand. To combat this, it is suggested that teachers monitor all students during the investigations, ensuring students are staying on task and are heading in the right direction.
In conducting an inquiry based investigation, teachers should be very prepared to meet students' needs during the investigation which involves a lot of preparation and planning time. Assessing the students who are conducting IBL can be very difficult, as all students can take their investigations to new places and go above and beyond the expected requirements. It is essential that students are given a rubric that can guide their learning and help them determine how successful they will be in their investigations.
To combat these problems, it is recommended that teachers provide teacher control while encouraging motivation for active IBL. It is also essential that the learning directly relates to students and their current world to foster more motivation for the inquiry being studied.