GROUP 1

AGONACE, ALBA, BANGILAN, BINGOY, CABALLERO,

CASUGOD, CATINONG, CRISPO, DELA TORRE, DEPRA)

Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is a process of asking questions. This has spurred
the enumerable developments that we continue to enjoy in our society today. It
continues to usher the study of many fields, enabling various scientists and experts
to provide solutions to emerging issues affecting society in general. In the
classroom, in particular, the process of inquiry is a basic learning activity that
every teacher is expected to facilitate. The development of the ability to ask among
learners is fundamental in the age of the Fourth Industrial Revolution. According
to the Future of Jobs Report by the World Economic Forum, the top three of the
ten skills needed in this age are complex problem solving, critical thinking, and
creativity (Gray, 2016), all of which start from the process of asking.

Inquiry-based learning (IBL) as an approach essentially involves tasks requiring

learners' active participation in finding answers to curricular questions. The
questions can range from very specific simple questions to more complex
questions in relation to the curriculum. Learners are given opportunities to engage
in self-regulated activities as they pursue their investigation. Using this in the
classrooms can facilitate the development of communication skills, as it involves
activities such as writing questions, deliberating on ways of finding answers to
curricular questions, and presenting outputs as evidence of inquiry, among others.
This approach encourages students to work together in accomplishing their tasks.

The process of inquiry starts with positing a question aligned with a content
standard in the K to 12 curriculum. Investigation proceeds using various sources of
information and presentation of students’ outputs using a productivity tool.
Depending on the required output, the assessment tool that will be used should be
given to the students before the inquiry commences.
 Types of Inquiry

VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:

1. Structured Inquiry: This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.
2. Controlled Inquiry: The teacher chooses topics and identifies the resources
that the students will use to answer questions.
3. Guided Inquiry: The teacher chooses topics or questions, and students design
the product or solution.
4. Free Inquiry: Students are allowed to choose their own topics without any
reference to a prescribed outcome.

Role of the Teacher in Inquiry-Based Instruction

The success of IBL largely depends on the careful planning of the teacher in
relation to the curriculum. The teacher needs to look into the learning
competencies that can be satisfied by a simple inquiry or more complex inquiry.
He/she controls and prepares the topic for investigation and guides the learners by
setting the questions to be explored. Learners are allowed to design their own way
of investigation and present their outputs using technology tools that are afforded
to them. When technology is coupled with IBL, a gateway to information is
opened, and students can have access to information anytime and anywhere. It is
assumed that the teacher is knowledgeable about the sources of information and
whether the learners have access to these sources.

When designing an IBL, the teacher has to consider the following fields proposed
by Avsec and Kocijncic (2016):

1. Prior knowledge and capacity

2. Context - Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
GROUP 2
EMPASE, ERABON, FERNANDEZ, FLONASCA, FLORENTINO,
GABAYOYO, GABIETA, GARCIA, GREGORIO, GUERRERO)

7 Benefits of Inquiry-based Learning

1. Encourages Critical Thinking: Students question information and develop

their own solutions, enhancing critical thinking and problem-solving skills.
2. Improves Problem-Solving Skills: By exploring real-world problems,
students learn to think creatively and develop solutions.
3. Encourages Creativity: Independent exploration fosters creative thinking
and innovative solutions.
4. Improves Communication Skills: Explaining ideas during problem-solving
improves students’ communication abilities.
5. Connects Learning to the Real World: Students see the relevance of
classroom learning through real-world exploration.
6. Helps Understand Complex Topics: Hands-on exploration aids in grasping
complex subjects more deeply.
7. Encourages Engaged Learning: Active involvement in learning leads to
better retention and deeper investment in the material.

5 Inquiry-based Learning Examples

1. Experiments
One way to incorporate inquiry-based learning into your classroom is to
allow students to conduct experiments. This activity will encourage them to
ask questions and think critically about the results.

2. Field Trips
Another activity to encourage inquiry-based learning is to take students on
field trips. This will allow them to explore real-world problems and see how
what they are learning in the classroom is relevant.

3. Classroom Debates
Classroom debates are another great way to encourage this type of learning.
When students debate a topic, they are forced to think critically about both
sides of the argument.
4. Projects
Projects are another great way to encourage inquiry-based learning. When
students are given the opportunity to work on a project that is related to the
topic they are studying, they will be more likely to learn and remember the
information.

5. Group Work
When students work in groups, they are able to share their ideas and
thoughts with others. This activity helps them to understand the material
better.

Strategies and Tips for Implementing Inquiry-Based Learning

1. Start with a Question

The best way to start an inquiry-based lesson is by asking a question. This

will get students thinking about the topic and will encourage them to ask
their own questions.

2. Allow for Exploration

Once you have asked a question, allow students to explore the topic on their
own. This will help them to understand the material better.

3. Encourage Discussion

Encourage students to discuss their ideas with each other. This will help
them to develop a better understanding of the material.

4. Provide Resources

Be sure to provide students with resources that they can use to explore the
topic. This will help them develop a better understanding. Teachers can also
give access to online learning platforms, which can further help enhance the
knowledge of the concepts.

5. Summarize What Was Learned

At the end of the lesson, be sure to summarize what was learned. This will
help students to remember the information.
GROUP 3
JOVEN, JUSON, LUMIO, MANOLO, MATAVIA, MENDOZA, MISSION,
MISSION, NIRIC, NODADO

How to Develop Inquiry Questions for Social Studies

Researchers S.G. Grant, Kathy Swan, and John Lee give a name to well-formed
inquiry questions: compelling questions. These questions serve as the foundation
of the inquiry design model. They must address problems and issues found across
social studies subdisciplines and appeal to students’ interests. These questions
should also connect to social studies standards and the current unit that’s being
studied in class. Compelling questions must fulfill the following two criteria:

1. Must contain academic value and address important ideas and issues worth
examining
2. Must be relevant to students’ lives

Compelling questions help frame inquiries, and supporting questions make

compelling questions more actionable, provide structure to inquiries, and offer an
idea of the knowledge needed to answer compelling questions.

Inquiry-Based Social Studies Lessons

Social studies inquiry-based lessons can take many different forms and provide a
way for teachers to integrate IBL into their classrooms, even if it’s only in the
course of a single day’s lesson. These activities could also take as long as several
weeks. In this section, we’ll explore two social studies inquiry questions. These
examples of inquiry-based questions are appealing to students, simple enough for
students to grasp, and complex enough to explore over time.

Activity 1: What Can a Map Tell Us about a Place?

Maps can tell us much about a place, such as the size of a country in relation to
other countries or the water bodies and landforms located in a particular location.
In this activity, students investigate what a map can tell us about Timbuktu, a city
in Mali, Africa. Teachers ask students, “Why does the name Timbuktu sound
familiar?” Then, students study a map of West Africa featuring Timbuktu in
relation to other African countries and cities to determine clues that might reveal
the importance of Timbuktu based on its location.

Activity 2: What Events Led to the United States’ Declaration of War on

Japan?

War is a common topic studied in social studies. War and conflict have shaped so
much of the world as we know it today, and students might wonder what leads to
these events. By the end of this activity, students will know what caused the United
States to declare war on Japan, which officially launched the United States into
World War II. Students study a primary source, Roosevelt’s “Request for a
Declaration of War.

Role of Technology in Inquiry-Based Learning

The internet, or the World Wide Web, offers lots of platforms for mining
information. It has become the most sought-out source of information because of
the variety of tools that abound. Depending on the unit of study in a curriculum,
there are many free educational websites that are available for teachers and
learners. Due to the vastness of sources of information from the WWW, any
teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information. The technology tools that are made available for
the learners, whether online or offline, should support the object of inquiry, which
is aligned with the learning competencies in the K to 12 Curriculum.

It should be noted that the use of technology in IBL is just one of the many other
sources of information in the process of inquiry. This does not exclude other
resources, human and non-human, in gathering information. However, learners are
undeniably familiar and probably more adept at exploring the internet. Guiding
them in locating online resources that are relevant in developing their research and
communication skills will help them learn the importance of using educational
resources in an explicit and implicit manner.
GROUP 4
PAGUNSAN, PELINGON, SANGOY, SERASPE, TABURASA,
TACLOBAN, TAGALOG, TALATALA, YAP

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and

solving open-ended questions that serve as the main problem that the learners will
work on. The type of questions posed is focused on a specific content standard and
its application to real-life issues. It also requires more than one answer or solution.
Learners are engaged in a collaborative task as they work towards the solution to
the problem. This learning activity is done in small groups with each member
assigned a certain task to accomplish. In the process of engaging in PBL, they
learn several skills such as problem solving, communication, research, and others,
which are essential in the workplace. The end goal of PBL is to ensure that the
target, the learning competencies, are achieved in the process.

Ali (2019) described PBL as a process that is used to identify problems with a
scenario to increase knowledge and understanding. In her article, she proposed the
following five principles of PBL that may be considered by teachers in planning or
using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and the teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving, and
engagement with the task.
5. Materials such as data, photographs, and articles can be used to solve the
problem.

Lo (2009, p. 208) proposed a six-stage process used in the adoption of online

PBL:

1. Identifying the problem—current issues that do not have just one answer
or one definite solution.
 2. Brainstorming—generate ideas; tackle the problem through self-directed
questioning; arouse students' intrinsic motivation.
3. Collecting and analyzing the information—assigning group members to
collect information; posting what they found and what they learned;
collaborative collection of useful information.
4. Synthesizing information—solving the problem through synthesized
relevant data; knowledge building.
5. Co-building knowledge—presentation of the solution to the learning
problem/issue.
6. Refining the outcomes—giving of feedback and suggestions by the
instructor to help students improve; learning from other groups'
presentations.

Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage
in the process. Among these are the following:

1. Promotes self-confidence and motivation.

2. Increases students' responsibility in learning.
3. Makes students easily learn the material through sharing of ideas.
4. Promotes problem-solving skills.
5. Promotes self-directed learning.
6. Promotes active learning.
7. Makes students explore many learning resources.
8. Makes students develop a positive attitude towards learning.

References:
 Technology for Teaching and Learning 2 - LORIMAR PUBLISHING INC
 SplashLearn. (n.d.). What is inquiry-based learning? A complete overview.
SplashLearn. https://www.splashlearn.com/what-is-inquiry-based-learning-
a-complete-overview/
 Ivory, A. (2023, August 8). What is inquiry-based learning in social studies?
Houghton Mifflin Harcourt. https://www.hmhco.com/what-is-inquiry-based-
learning-in-social-studies