1. Three Types of Inquiry Based Learning
ICCTE Conference
5/24/12
HeeKap Lee, Ph.D.
Ie May Lim, Ed.D.

2. Three Modes of Constructivist Methods
Problem
High
-based
Learning
Complexity of the task
Discovery
Learning
Inquiry-
based
Low Learning
Low Learners’ Responsibility High

3. Levels of Constructivist Methods
Level Description Methods
1 The problem and procedure are provided to Inquiry-
Limited the learner. The learner interprets the data based
learner and resources in order to propose viable learning
responsibility solution
2 The problem is provided to the learner. The Discovery
Moderate learner develops a procedure for learning
Learner investigating the problem, decide what data
responsibility to gather and interprets the data in order to
propose viable solution
3 A raw phenomenon is provided to the Problem-
Full learner learner. The learner constructs the problem based
responsibility to explore, develop a procedure, decides learning
what data to gather and interprets them in
order to propose viable solution

4. Three Modes of Constructivist Teaching
Modes Purpose Method Evaluation
IBL Expanding learners’ Connecting the new Checking for
knowledge by well- knowledge/experiences to understanding,
organizing inquiry the previous one, mainly formative evaluation
process individualized format
DL Challenging learners’ One to one or group Learners’ self-
worldview and leading a debate with reflective realization and
personal transformation thinking procedures reflection, life
transformation
PBL Solving a real/authentic Team/collaboration for problem-solving,
problems and issues solving the real-life peer-evaluation and
through a collaborative problems impact evaluation,
process team effectiveness

5. Inquiry-Based Learning
Characteristics:
 Open-ended, learner-centered, hands-on activities
 Teacher’s facilitation is essential
 Guided vs. Unguided
Teacher’s behavior:
 Ask open-ended, divergent questions
 Allow wait time
 Repeat and paraphrase
 Avoid telling students what to do

6. Jesus’ Teaching Using IBL
 Examples
 Teaching disciples on the road to Emmaus (Luke 24)
 Teaching Nicodemus (John 3)
 Teaching disciples about the kingdom of heaven through
parables (Matthew 18-22)
 Jesus taught Zacchaeus (Luke 19)
 Purpose
 To be understood things/facts clearly the learners may not
know through a well-planned discourse
 Final results
 “were not our hearts burning within us while he talked with
us…?” (Luke 24:32)

7. Inquiry-Based Learning
Guided-
Guided-
Efficient
efficient
Unguided-
Unguided-
effective
Effective
GOAL

8. Jesus’ Teaching with Inquiry-Based Learning

9. Inquiry Based Learning
Knowledge Jerome
Brunner
Rule Theory
Truth Regularities

10. Jesus’ Teaching Through Discovery Learning
 Examples
 Prodigal son (Luke 15)
 A Good Samaritan (Luke 10)
 Process
 Disequilibrium (cognitive dissonance)
 Equilibrium
 Transform a personal worldview by creating a new set of
understanding
 Result
 The one who had mercy on him (Luke 10:37)
 Go and do likewise

11. Discovery Learning
 Characteristics
 Present a problem and develop a rule.
 Identify learner’s background knowledge before engaging in
the discovery process.
 Discovery learning process
 Identify teachable moments
 Guide inquiry with intriguing questions
 Allow learners to explore hypotheses
 Encourage application

12. Jesus Teaching Through Problem Based
Learning
 Examples
 He asked the disciples to feed 5, 000 (John6)
 Jesus sent his disciples 2 by 2
 70 disciples were sent by 2 by 2
 Process
 Jesus affirms the place of PBL learning when difficult
situations are faced, when perplexing questions are raised
 Disciples engaged in dialogue and in developing a sense of
balance between personal agency and community in the
learning environment

14. Problem-Based Learning
 Process:
 Identify and clarify unfamiliar terms.
 Define the problem.
 Initiate a brainstorming session.
 Suggest explanations utilizing prior knowledge.
 Formulate learning objectives through discussion.
 Gather information and share the results.

15. Problem-Based Learning
 Characteristics:
 Full learner responsibility
 Teachers are present to support students with:
-critical skills
-self-directed learning skills
-content knowledge