History and Social Science
How does the teacher’s traditional role change in an inquiry-based classroom? Discuss this question in the context of teaching history in the primary classroom.
A teacher’s traditional role is altered when transposed into an inquiry-based classroom. The teacher’s role adjusts to accommodate inquiry learning, from being the sole educational pivot, to operating as facilitator in a learner centred environment. Theorists such as Jean Piaget and Lev Vygotsky have contributed to key concepts of the philosophy behind inquiry methodology. There are distinct advantages and disadvantages. The operation of a teacher in an inquiry-based primary classroom can be observed through examples in the context of teaching history.
In order to unpack a teacher’s role in an inquiry-based classroom, one must outline the philosophy behind inquiry methodology. John Dewey, Jean Piaget, and Lev Vygotsky all developed theories that serve as the foundation to inquiry learning. The instructional model of inquiry learning encompasses strategies that focus on active, collaborative, hands-on learning where students develop higher level skills and construct deep understanding of a topic (Dewey, 1916/1997; Piaget, 1954, 1973). Inquiry learning is based on process: how to analyse and interpret information and to comprehend what is being learnt. Rather than reproducing a memorised answer through rote learning, teamwork is an integral component of inquiry learning. Students’ understanding is deepened and made permanent by interaction with other students (Schank & Cleary, 1994). Learners internalise ideas as they actively work to understand them (Papert, 2000).
There are advantages and disadvantages of this methodology. In a classroom situation, stimulating learning and motivating students are crucial issues for a teacher when they are teaching for life-long mastery. A key strategy for achieving this goal is to view the learning environment through a Constructivist lens. Constructivism is the
A teacher’s traditional role is altered when transposed into an inquiry-based classroom. The teacher’s role adjusts to accommodate inquiry learning, from being the sole educational pivot, to operating as facilitator in a learner centred environment. Theorists such as Jean Piaget and Lev Vygotsky have contributed to key concepts of the philosophy behind inquiry methodology. There are distinct advantages and disadvantages. The operation of a teacher in an inquiry-based primary classroom can be observed through examples in the context of teaching history.
In order to unpack a teacher’s role in an inquiry-based classroom, one must outline the philosophy behind inquiry methodology. John Dewey, Jean Piaget, and Lev Vygotsky all developed theories that serve as the foundation to inquiry learning. The instructional model of inquiry learning encompasses strategies that focus on active, collaborative, hands-on learning where students develop higher level skills and construct deep understanding of a topic (Dewey, 1916/1997; Piaget, 1954, 1973). Inquiry learning is based on process: how to analyse and interpret information and to comprehend what is being learnt. Rather than reproducing a memorised answer through rote learning, teamwork is an integral component of inquiry learning. Students’ understanding is deepened and made permanent by interaction with other students (Schank & Cleary, 1994). Learners internalise ideas as they actively work to understand them (Papert, 2000).
There are advantages and disadvantages of this methodology. In a classroom situation, stimulating learning and motivating students are crucial issues for a teacher when they are teaching for life-long mastery. A key strategy for achieving this goal is to view the learning environment through a Constructivist lens. Constructivism is the
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