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challenges of students about inquiry based learning

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challenges of students about inquiry based learning

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number 4 and 6

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Item 4 is the most challenging in my opinion. I always try to make my students understand what a scientific law mean in the real life, and I also try to make them think about it, instead of only give a lecture on it. Anyway, I also think that the concept and the theory are very important, because students need to focus on both the aspects to really understand what happens. Moreover, without the comprehension of the content they won't be totally able to approach scientific careers.

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Atkins and Link discussed about three different aspects that they observe when using wind power as a form to generate electricity.

According to Atkins wind power is a renewable energy source. Atkins describes wind power as the greatest propitious source in the world because it emits a small amount of pollution, it is efficient and a continuous supply. On the contrary Lind said that wind power has certain drawbacks which include it creates lot of noise, the amount of energy produced from wind power is not equal to the amount of energy produced by fossil fuel and its production is insupportable.

Wind power is a clean source of energy that does not produce dangerous greenhouse gases thus it does not contribute towards global warming. Therefore wind power is better for the environment than fossil fuels. However according to Lind the use of wind power creates a lot of noise. This is attributed due to the use of fan blades as when they revolve they create a lot of noise.

Atkins said that wind power is an effective source of energy mainly because most of the energy produced by wind is mostly generated into electricity. On the other hand Lind said that only 35 percent of the energy produced by wind is actually used to generate electricity. Therefore the energy produced by wind is not sufficient to meet the demands of the whole country.

Atkins said that wind power is a practical use of energy because it is everlasting. But as it is argued by Lind, although wind power is sustainable use of energy the force of the wind varies from time to time. Therefore the amount of energy generated varies from day to day according to the weather.

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I think the most challenging for me is to focus on skills vs content - to make developing inquiry skills a priority, rather than only use inquiry to get to the content as fast as possible, without taking the time to let the student move through each step at their own pace.

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Try to bring the students closer to the discussion, without fear of being mistaken.
When they find themselves giving wrong answers, through questions and experiments, they lead them to reflect and get the correct answer by themselves

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Maria Antonia Vesce, Italy (Secondary school) My style is towards a student-centered approach. My classes include both lecturing and discussion. During activities, students have several degrees of freedom and I try to cover both content and the development of students’ skills.

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Maria Antonia Vesce, Italy (Secondary school) My style is towards a student-centered approach. My classes include both lecturing and discussion. During activities, students have several degrees of freedom and I try to cover both content and the development of students’ skills.

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Item 4 is the most challenging in my opinion. I always try to make my students understand what a scientific law mean in the real life, and I also try to make them think about it, instead of only give a lecture on it. Anyway, I also think that the concept and the theory are very important, because students need to focus on both the aspects to really understand what happens. Moreover, without the comprehension of the content they won't be totally able to approach scientific careers.

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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I like to start with an experiment and arouse curiosity, after the questions I present and explain.

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I would like to improve my skill on building inquiry activities that take little time.Normally i think about complicated activities that will take lots of time and expecting student to figure the outcome.By chunking the activities i believe will help my student to learn faster and explore better.

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I would like improving my teaching style by focusing on developing students’ skills rather than focusing on content; by building inquiry activities that take little time and being more and moreable to switch from lecturing to discussing with my students.

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Discourage my students from speaking their minds when they are not sure if they are right.

They find it confusing, they think they always have to find out the correct answer.

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The most challenging for me is to build inquiry activities that take little time. During physics classes, I found difficult to develop activities that will involve the students
in a little time.

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The most challenging for me is to build inquiry activities that take little time. The reason is that keeping track of time is already an everyday educational challenge for me and I feel that I cannot control this issue effectively. Although, my students and I find this kind of activities very interesting.

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Self Reflection Activity
You follow what we would call a student-centered approach. Your classes are based on discussion with your students and they have several degrees of freedom when it comes to hands-on activities. You focus heavily on developing your students’ skills but you also make sure you cover some specific content.

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Focus on developing students’ skills rather than focusing on content because I have the curriculum where I need to develop both of them...

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Discuss and debate are at the centre of this approch.

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I think that having lab could be part of teaching but as a special session of the class. We may start with lecture, with questions allowed and having a next rendez vous for hand on labs.

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I would have a heavy focus on hands-on practical work as I am teaching in a lab for nearly all of my lessons. A lesson in a lab with nothing practical done (experiment or demo) is a missed opportunity in my opinion. However, it can be difficult to get the balance right between giving the students an open ended inquiry that can be completed safely within a certain timeframe. This is even more of a balancing act for lower ability groups because they often need more guidance than other groups. It's a fine line between guiding them and removing the inquiry aspect of the task.

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The most challenging is to switch from lecturing to discussions with my students.
I introduce topics, present the lesson, but also give the pupils the chance to express their opinions.

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I dream about a student centered classroom with children actively involving in the learning process but I worry about not having control over the completely open hands-on activities. entire activity.  I prefer to provide my students with a basic line of work and guide them to deviate from it whenever they want.

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Focus on developing students’ skills rather than focusing on content.

I see groups for short (1h to 1.5h) sessions when they visit my science centre. Groups come for content heavy sessions,  which I try to deliver through activities. Skills get lost since I cannot re-visit skills over time.

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I've read the texts and saw the videos carefully. I discovered that my  teaching style is towards a student-centered approach. My classes include both lecturing and discussion. During activities, students have several degrees of freedom and I try to cover both content and the development of students’ skills.

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España

Towards a student-centered approach
The most challenging for me is to Build inquiry activities that take little time.

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Towards a student-centered approach

I took the challenge  and here are the results:
Towards a student-centered approach

"Your teaching style is towards a student-centered approach. Your classes include both lecturing and discussion. During activities, students have several degrees of freedom and you try to cover both content and the development of students’ skills." Thinking about this I surely can admit that:
The most challenging for me is to  Build inquiry activities that take little time. Because as a mathematician who teaches students at the final level of  secondary education in Greece I  feel the pressure of time. What will happen if I will not  finish the curriculum? The students give national examinations to obtain their entrance to Universities. They take a special exam for it in 4-5 lessons so I  have to do the hole curriculum. There is no time to spend for extra activities . Only the necessary extra activities in the minimum time  for supporting the lessons. I can not waist time to expand a lesson in two lessons... unfortunately.

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5 Build inquiry activities that take little time. 

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5 Build inquiry activities that take little time. 

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From what I can undestand, learning through inquiry may be much more effective, but also much more time-consuming. Time is usually what I found myself short of, and what I feel most anxious about.

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„Not having control over an entire activity”  is the most challenging for me because time is precious and I want to fulfill my goals ",

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Building inquiry activities  really takes  time and I do worry about my students asking me something about I don’t know about. I'm just an English teacher!

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HI there everybody!
Focus on developing  students' skills rather than focusing on content is the most challenging for me due to each group of students has different matters. Instead, I have to prepare different strategy for each group.

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the most challenge item for me is not having control over an entire activity, because we often have to manage with problematic students and hands on activity could end in a little bit of caos

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I find number 6 very challenging and attractive at the same time. I would like to lecture less and less, but even though I really try hard in making my students active in discussions and group work, often I have to face situations in which I end up falling back into a lecturing mode

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Sabrina/Italy                  To assess skills in IBSE 

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Sabrina/Italy                  To assess skills in IBSE 

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Thanks to the Amgen Teach training, I could already implement an Ibse lesson in my classrooms. It was not so hard to me, and my students have worked with enthusiastic engagement, improving their exam results in the other disciplines too. Anyway, it's still hard to me to measure the impact of the method on developing scientific skills. I'm working on assessment strategies that prove the effectiveness of ibse to develop desired skills. I would appreciate any help on tests construction.

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In the test i got Student centered approach. I like this method very much. I prefer guiding the students through their mistakes than giving them answers. I like to adopt the idea that we all make mistakes and that we learn better from our own mistakes. I try to tell that to the parents too but they don't always agree unfortunately.
I find No.5. as the most challenging because I don't manage to build inquiry activities that much especially in a short time. When I took part in the tablets pilot project in my country, I used to take two lessons to manage to get through an activity.

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Like many teachers here, I try to make pupils acting in their learning process. Not having control over an entire activity can be a concern along with the fact that enquiry based learning activities are often time consuming.

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I am trying to  change to way I teach in the classroom  to more inquiry based learning ...

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Like other teachers here, inquiry based teaching is something we all sub-consciously use, however time constraints are a hindrance to making our lessons more and more student centred.

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Time and capacity of involving students are  the challenging step. I agree with all of you for example about management of students during the discussion

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"Not having control over an entire activity."  This seemed challenging but a fine scafolding may compansate it.

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1. Build inquiry activities that take little time.

I find it quite difficult to find time enogh for the pupils to "go for it", talk and discussion. We are busy because the pupils have to learn a lot demanded from the Ministry of Education.

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Time and the curriculum are our main concerns/restrains and our greatest challenge when it comes to an inquiry activity.

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Build inquiry activities that take little time.

The main challenge is adapt an inquiry activity to the available time in each class.

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the main challenge is the management of the class especially if very large . if the discussion is not governed with rigor and attention we risk that it creates a situation a bit chaotic which does not enhance understanding

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I find it very stimulating the creation of a teaching method based on IBSE. For some time I try to put into practice this methodology. What I need right now is a precise guide for specific routes as my concerns relate to the time to focus on developing skills. So I point out the points:
Focus on developing students' skills, rather than focusing on the content.
Building investigations that take little time.

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1. Focus on developing students’ skills rather than focusing on content.

2. Build inquiry activities that take little time

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teaching in high school classes is very difficult to cover the suggested amount of knowledge. But it is also neccessary to involve the students in the way of learning as the students are getting tired very easily. So the lectures do not help either the teacher or the students. Each day I try to give them something to inspire them. These are questions or activities out of the curriculum. Todays inspiration was this, for the lesson of chemistry and biology. As yesterday was the first day o autumn

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teaching in h

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That's what often lacks, but also to focus on the skills isn't simple.

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The most challenging is to build inquiry activities that take little time. They help them concentrate and get involved with the material that they investigate better than the lecture.

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Inquiry activities that take little time

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Inquiry activities that take little time

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Unfortunately today it still remains an exam focussed learning environment in schools in Ireland. There is the Junior Cert (in 3rd year) and the Leaving Cert (6th year). There are syllabi that must be completed for students to pass their exams at the end of the day. Depending on the ability of your students, this can dictate how you deliver lessons. Currently I teach in a school where managing behaviour is creating delays in delivering the required learning material in some instances. The idea of creating a discussion and building on knowledge already known and shared is very encouraging to students. However when you are ultimately bound by an exam at the end of the learning cycle, it may cut short the time you have to develop and carry out inquiry based activities. However going forward, I think I shall try to involve them some more in my lesson plans

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I reckon the most challenging thing is to build inquiry activities that take little time because it is quite difficult to keep my students focused for a long time and we waste a lot of time when restart working on an activity after a weekend

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The most challenging is to build inquiry activities that take little time. I teach 6 year olds and the curriculum is very packed and full. But I think you can use your handbooks differently to create more space for inquirybased learning. But it takes more time to prepare.

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for me the central issue is not being able to have a meaningfull activity for my students skill development. Allowing them to work with more and more freedom sometimes is not productive at all.

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1)Focus on developing students’ skills rather than focusing on content.

2)Switch from lecturing to discussing with my students.

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4. It's very hard and time consuming to focus on skills rather than content. If you are used to a content based lecture style lesson it requires a lot of preparation to shift the focus of
lessons to developing students skills and in the process the students learn the content through skills developed. Lots of prep but worth it. Classes are more active and interesting to the students and equally important to the teacher. Especially if you plan on teaching that subject for an entire career. You need to keep it fresh. :-)

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The most challenghin item from me is Focus on mybstudent skills rather then on content. In fact one must have clearly in his mindDwich are the important skills to be develop by studehns for the single matter.This implies to

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The curriculum is tightly packed and time

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I think to my classes; when students play a task they need to be guided, above all students aged 14 to 16 years.

The lack of control from the teacher usually leads to non-attainment of the students ' activities.

In my experience I realized that it is always important to define the goal, purpose, modalities and times of activities to achieve a result.
Not having control over an entire activity is a gradual process to get along with teacher and students.

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1. Focus on developing students’ skills rather than focusing on content.
That is something really unknown to me... usually  in Greece we focus on content and lecture in a borrowed classroom... we don't care about any artistic skills that student provide, we culture university focused students.
This is my biggest teaching challenge... to distinguish my students skills and help them develop them...

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The inquiries activities often spend more time that we schedule. The curriculum is long and we must teach all the contents but, for me, is more important that the students "Feel Science", that they incorporate Science in their daylife, that they want and pursuit more longlife skills to solve problem and give strong answers.
Can we "navigate" in our classes with this revolutionary instruments?

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Build inquiry activities that take little time.

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Build inquiry activities that take little time.

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It is very difficult to build sequences that don't take all the time we have.

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My big challenge is 5!
Build inquiry activities that take little time is very difficult for me. I need to keep the time under control, since I just have 50 min for each lesson, and when I let my students free to discuss or choose in hands on activities, we usually don't finish in time.

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Number 1 I suppose. I don't have a problem with developing inquiry activities per se, but I do have a problem with assessing if the vital information was picked up by the student...I can't help it, it comes from teaching in such an exam driven system where the points race is the be all for most.

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Number 1 I suppose. I don't have a problem with developing inquiry activities per se, but I do have a problem with assessing if the vital information was picked up by the student...I can't help it, it comes from teaching in such an exam driven system where the points race is the be all for most.

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Indeed, the building inquiry activities takes little time or more and not having control over an entire activity.

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I am trying to change my approach, as I feel is becoming more and more out of date.
What challenge me most?

1. Not having control over an entire activity. YES

2. Worry about my students asking me something about I don’t know about.  NOT AT ALL

3. Discourage my students from speaking their minds when they are not sure if they are right. NOT AT ALL

4. Focus on developing students’ skills rather than focusing on content. THIS IS MY BIGGER CONCERN

5. Build inquiry activities that take little time. I DEFINITELY WOULD LIKE TO FIND OUT HOW TO DO IT

6. Switch from lecturing to discussing with my students. I DEFINITELY WOULD LIKE TO FIND OUT HOW TO DO IT

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1 Focus on developing students’ skills rather than focusing on content.
2 Discourage my students from speaking their minds when they are not sure if they are right.
3 Build inquiry activities that take little time.
4 Worry about my students asking me something about I don’t know about.
5 Not having control over an entire activity.
6 Switch from lecturing to discussing with my students.

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In my opinion focusing on developing student's skills rather than contents is very difficult but it's fundamental to let them improve their knowledge of the natural world. IBSE is a really interesting method and that it's worth trying.

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My concern is about all the information I want to cover during my classes time. I love to make hands-on activities, but maybe I don´t know all the activities I can do to englobe all the information I want to work with them.

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Contents x

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I teach natural sciences for two hours a week and to aim at the development of skills using short-term activity is very stimulating because it  allows to reach in easy way learnig's goals . In fact, make learning like  a game helps the learning teaching process .

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Not having control over an entire activity

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Not having control over an entire activity

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...this is the most challenging for me! Not just to tolerate and manage confusion and noises, rather than because I'm afraid that my student aren't moving in the proper way if the activity will be totally open. I think that the best thing is to find a proper balance between guided and free activities to obtain the best outcome for the students, but this is not so easy to organize for me, at least not for all topics

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For Technics is needed to realize engineering approach with a inquiry-based teaching...

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I'm starting to change my teaching aproach and giving my first steps on inquiry. My major dificulty is palnning inquiry activities that I can implement in a short period of time (1 or 2 lessons).

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Student-centered approach

I really try to  base my classes on discussion with my students and they have several degrees of freedom when it comes to hands-on activities. I try to focus heavily on developing your students’ skills but I also make sure that I cover some specific content.

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Actually, the most challenging thing is curriculum. I teach math and it is really hard to teach with inquiry because of the curriculum we have to finish in a year. But some parts like geometrical concepts are so available to do inquiry. But when I povide an inquiry based learning environment, student are more motivated to learn.

The other chellange is how to make control over the students. And it really changes class to class (even the classes will be at the same aged students). It depends on the students, what they wanted to do or say. I solved that challange by getting to know them, what they like, who they like, what are the goals in their lifes, how does she/he like math etc.

We can solve all the problems. My experiences says that you should try inquiry based learning in your classes. First you will afraid, but then you will love your job more than ever. :)

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Maria K/ Greece             Time limitation and skills-content balance

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Maria K/ Greece             Time limitation and skills-content balance

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The most challenging aspects for me are 4 and 5. I believe that, while development of skills is crucial and does prove that the student has gained a good grasp of the relevant knowledge, at the same time content should not be overlooked. So we should find inquiry based activities that offer sufficient balance between the two. Moreover, the system I teach in offers specific time available for reaching each learning goal in class. As a result, inquiry activities that can practically fit in the curriculum are a great challenge too!

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I teach physics and general science. I find there is a lot of scope for an inquiry based approach in general science classes with younger pupils. However, there are real time constraints with getting through the physics course as we're working to exam board deadlines. Time can kill any hope of having an inquiry based approach in the senior school.

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Focus on developing students’ skills rather than focusing on content.

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Focus on developing students’ skills rather than focusing on content.

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Focus on developing students’ skills rather than focusing on content.

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Nature of the system I teach in.  Content heavy with very little time technically to develop skills

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verry good...

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INquiry-based teaching is a wonderful methodology which I try to use as much as possible when I teach in my primary fifth grade. Sometimes I feel frustrated though because the levels understanding are so different among my students that setting up the activities is not really easy

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I think not having control over an entire activity is the most challenging aspect for me.

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Focus on developing students’ skills rather than focusing on content.

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Focus on developing students’ skills rather than focusing on content.

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I think that most important for students is to understand how to set up way or find result for some problem/chalenge and teach them to use their mistakes to learning for next challenges.

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my result at below

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CRISTIANA, ITALYFocus on developing students’ skills rather than focusing on content

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CRISTIANA, ITALYFocus on developing students’ skills rather than focusing on content

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I think that if your focus is on skill you can only follow IBL

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Agreed, Standard assessment does not match Inquiry-Based teaching and learning.

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Agreed, Standard assessment does not match Inquiry-Based teaching and learning.

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I had the luxury of working with a very progressive Head of School and was able to experiment and see the many benefits of IBL. However, most of the parents are not in agreement and would really like students to perform well on content-driven exams and have requested IGCSEs to be implemented. Exam driven curricula create quite a time pressure in 'exposing' students to all the material without really providing true opportunities for interacting with all the content. I believe authentic teaching and learning are still possible, but not for all the content required in the time given.

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Focus on developing students’ "soft" skills - Nuno, Portugal

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Focus on developing students’ "soft" skills - Nuno, Portugal

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As a trained scientist, I am more than capable of teaching skills related with my field of study, and science in general. However, l know that my training, done mostly in a lecture based school system, has hampered my capacity to look beyond lecturing. Of the six challenges presented, I picked changing focus from content to skills as the most difficult, but I'm not thinking in skills that we develop as scientist. I'm concerned with the so called "soft skills". I really struggle to manage that aspect of my classroom, although I am perfectly aware that those skills are the ones that "stick" for life.

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Not having control over an entire activity.

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Not having control over an entire activity.

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Not knowing how much time it will take, whether the students will really learn something, and trying to cover all the topics in the curriculum.

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My main concern on working with inquiry is
not build inquiry activities that take litte time and therefore not meeting the entire curriculum established goals because the curriculum is long and there so many students in the classroom.

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I think most challenging for me as a teacher still is the sense of not being in control the whole time and trying to give way to multiple results - trusting the kids to be doing their best. Also switching the focus from content to skills, and finding the balance between these two - is still something I have to really work on in my teaching.

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The biggest challenging one is that promoting skill-based activities, because generally considering finishing the curriculum on time as a key point, we have inability in promoting skills-based activities, the important thing is to finish the curriculum not to guide the students to be more active, to be cretors and constructors of their own learning

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The large task for me is switching from lecturing to discussing with my students.

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My biggest concern is how to make all of the students interested and participate in one lesson, even with different activities. There are many styles of teaching and learning skills, some kids like to be free to explore and control their time and interests, and some of them prefer straight lecturing with stricted rules and guides. As the teachers we must know them all and adjust our lessons to different learning styles.

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I am Maths teacher and sometimes like every teacher I have to spend a little time on lecturing new topics. I teach in primary schools, so my students need more help to understand some content but I always try to develop their skills. I never ask them about content. More important is to understand how to solve some problem. Very important is to engage student to learning and creating. When my student give me wrong answer I try to engage him/her to figure out what is wrong with his/her answer. It helps to learn.
I never pretend I know everything. Nobody knows! My student can be my teacher! It is amazing in my work:)

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I would like to prepare more inquiry activities, but I would n`t have time to approch/teach the curriculum. In my opinion it is a good way for students learn and develope some Skills.

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I like to question my students a lot, it's part of my way of beeing. I like to provoke them to think and find the answers instead of just asking and wait for automatic answers. Anyway I'm afraid of not having control over an entire activity and also i find it hardhaving IB activities that take little time.

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I trying to do  more inquiry based learning model but sometimes is not easy because we need more time to prepare classes at home.