What is an Inquiry Learning model, why do we need them?
A quick guide of 5 inquiry learning models.
An inquiry learning model is a framework for understanding the steps learners take throughout an inquiry task. The models break down the inquiry process into steps in order to guide learners through the process.
Lupton (2012) outlines the way inquiry is embedded in the Australian curriculum subjects of Geography, History and Science. Inquiry looks different in each of these learning areas and somewhat reflect the professional inquiry in each of the fields, with some criticism of the science inquiry being that the finding aren’t used as they would be in real life but merely reported (Lupton, 2012).
5 inquiry learning models are outlined below.
The PLUS Model: (Herring, 2002)
PLUS stands for Purpose, Location, Use and Evaluation. The model guides learners through a series of skills through questions such as ‘What do I already know about this topic?’ and ‘What questions do I want to answer about this topic?’. For learners with a strong grasp of the Inquiry process, literacy skills and self-motivation, the PLUS model appears to be suitable for high school students.
The NSW Information Search Process (ISP): The State of NSW: Department of Education
This model provides a more comprehensive process for developing information literacy skills, beginning with Defining what learners want to find out and moving onto, Locating, Selecting information, Organising, Presenting and then finally Assessing their own learning. ISP can be used from K-12. Activity examples for each step of the process are provided as well as criteria for choosing resources for the school and a checklist of potential sources of information beyond books and the internet.
The iLearn Model: (Neuman, 2019)
The iLearn Model is based upon learning occurring through the engaging with information. The steps are:
- Identify an information problem by activating an interest, scanning the environment, and focusing on a question
- Locate the needed information through searching and extracting the relevant information
- Evaluating that information through questioning its authority, relevance, and timeliness
- Applying that information to the question thorough organizing and communicating
- Reflecting on what is found and revising as needed
- kNowing through personalizing and internalizing the information
The Big6 is a widely used model designed for K-12 learners, to simulate the process of authentic problem solving. Learners are said to be equipped with transferable skills for various situations through the Big6 model.
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
Information Search Process/Guided Design Process
Guided Inquiry Design (GID) is based upon research into the ISP process, delving into the learner’s experience throughout the experience of deep learning from a variety of sources (including their feelings, thoughts and actions). The ISP/GID acknowledges that inquiry processes are complex tasks, requiring assistance, support and guidance (Kuhlthau, Maniotes & Caspari, 2012).
GID builds upon the ISP model and provides guidance for supporting learners through each stage and providing reasons for specific feelings, such as boredom and disappointment being attributed to a ‘cut and paste’ approach.
There are seven stages in the model:
- Open
- Immerse
- Explore
- Identify
- Gather
- Create
- Share
- Evaluate
References
Herring, J E, Tarter, A-M and Naylor, S (2002) An evaluation of the PLUS model to develop pupils’ information skills in a secondary school School Libraries Worldwide 8(1) January 2002. 1-24.
Kuhlthau, C., Teaching the Library Research Process, Scarecrow Press, 1985.
Todd, R., Kuhlthau, C. C., and Heinstrom, J. 2005. Impact of School Libraries on Student Learning. Institute of Museum and Library Services (IMLS) Leadership Grant Project Report http://cissl.rutgers.edu.
Kuhlthau, C., Maniotes, L. and Caspari, A., Guided Inquiry Design: A Framework for Inquiry in your School, Libraries Unlimited, 2012.
Lupton, Mandy. Inquiry skills in the Australian curriculum [online]. Access, Vol. 26, No. 2, June 2012: 12-18. Availability:<https://search-informit-com-au.ezproxy.csu.edu.au/documentSummary;dn=584040093322031;res=IELAPA> ISSN: 1030-0155. [cited 18 Jan 21].
Neuman, D., Teece DeCarlo, M.J., Lee, V.J., Greenwell, S., and Grant, A. (2019). Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge from Information. (Second edition). New York: Springer.