Enquiry-based learning


Enquiry based learning (EBL) covers mainly three spectra of approaches. Problem-based learning explores the scenario of a driven learning experience, Small scale investigations mainly deal with case studies or fieldwork adapted to disciplinary context and Projects and Research encourages a research-based approach to projects and processes. Components for the successful implementation of EBL:

External support (for teachers): Dr. Friesen explained that unless a curriculum has been designed to require a deep understanding of significant ideas central to the subject disciplines, teachers need to spend a significant amount of time interpreting and reconfiguring the guidelines to make them coherent and applicable to the enquiry-based learning approach.

Educator guidance and support (for students): According to Canadian Education Association, “Teachers should guide students to develop a good question for investigation, monitor their enquiry process, and provide guidance when they encounter difficulties.”

Understanding of the audience: Dr. Edmunds suggested that educators do a small test of their students’ understanding by going through the nuts and bolts of the material prior to asking them higher-order questions.

Open-mindedness and spontaneity: Enquiry-based learning is most effective when the leader has an open-minded approach and is willing to build on spontaneous questions that encourage further thought and discussion amongst the class.

(Sources: http://www.ceebl.manchester.ac.uk/,