Exploring the Potential of Inquiry-Based Learning in Nature Pedagogies: Design and Implementation

Question

Task: How can inquiry-based learning (IBL) be effectively designed and implemented in nature pedagogies, and what are some examples of IBL topics for different age groups?

Answer

Introduction

This folio will explore the possibilities of an inquiry-based learning (IBL) approach to nature pedagogies. Inquiry-based learning is an effective approach for teachers and students to build knowledge and skills as it places the child at the centre of the inquiry, allowing them to take ownership of their learning. The role of the teacher is to guide, challenge, encourage, and collaborate with the active learning process. This is facilitated by questioning, scaffolding, and listening, rather than telling and controlling. The folio will focus on a particular animal or plant species, aspects of place, natural materials, and relational connections between humans and the more-than-human. The scope of regulatory requirements will be addressed, including how to balance risk, resilience and planning to extend new skills and learning. The child profiles given in the brief will be used to design the IBL folio, ensuring that the project is tailored to their interests and abilities.

The folio will include a visual map of the IBL design, which will include diagrams, photographs and illustrations, as well as digital documentation to show the learning of teachers and children. Resources such as books, posters, and play props will also be included, to ensure that the folio is engaging and motivating for the students.

Rationale on Inquiry-based Learning

Inquiry-based learning (IBL) is an effective approach to nature pedagogies, as it places the child at the centre of the inquiry and encourages active learning. IBL allows the teacher to guide, challenge, encourage, and collaborate with the child’s learning process (Deák et al., 2021). This is facilitated by questioning, scaffolding, and listening, rather than telling and controlling. The role of the adult in IBL is to provide a safe and supportive learning environment, where the children are encouraged to explore and make their discoveries. The children are given the opportunity to ask questions, engage in creative problem solving and make connections between new information and their prior knowledge.

Principles of Designing and Implementing an IBL Approach

The principles of designing and implementing an IBL approach include providing an environment that is conducive to learning, where children are given the freedom to explore and take risks. The IBL approach should be designed so that it is developmentally appropriate for the age group of the children and provides scaffolding and guidance to help them reach their learning objectives (Joseph, Sheikh & Rajani, 2022). The scope of regulatory requirements should be considered when designing and implementing an IBL approach, ensuring that the child is protected from harm and allowed to develop new skills and learning.

When deciding on a worthwhile topic of natural inquiry, it is important to ensure that it is not a theme-based project. IBL should be based on the children's interests and questions and should be open-ended so that the children can explore and discover their answers (Berie, Damtie&Bogale, 2022). The topic should be based on the principles of IBL and should be developmentally appropriate for the age group of the children. It should be designed to allow the inclusion of the child profiles provided.

Examples of IBL Topics for Different Age Groups

Hudson is 14 months old and is interested in the outdoor environment. He could be included in an IBL inquiry about plants and animals in the outdoor environment, such as an inquiry into why ants are attracted to certain areas (). Through this inquiry, Hudson could be supported to explore the outdoor environment, while developing his knowledge of the plants and animals in the area.

Priyanka and Joshua, at five years old, are interested in pretend play. They could be included in an IBL inquiry about emotions, such as an inquiry into why some people feel sad and what can be done to make them feel better. Through this inquiry, Priyanka and Joshua could be supported in exploring different emotions and understanding how to help others when they feel sad.

Malik is four years old and is new to the kindergarten group. He could be included in an IBL inquiry about his culture, such as an inquiry into the language and customs of his culture. Through this inquiry, Malik could be supported to explore the language and customs of his culture, while developing his cultural identity.

Jesse and Tao, at eighteen months and three years old respectively, are interested in flowers. They could be included in an IBL inquiry about plants, such as an inquiry into how plants grow. Through this inquiry, Jesse and Tao could be supported to explore the world of plants, while developing their knowledge of the environment.

Sadie and Hazel, both two years old, are interested in shells. They could be included in an IBL inquiry about the ocean, such as an inquiry into the different creatures that live in the ocean. Through this inquiry, Sadie and Hazel could be supported to explore the world of the ocean, while developing their knowledge of the different creatures that live there.

Chance, at five years old, is interested in building tasks, blocks and painting. He could be included in an IBL inquiry about engineering, such as an inquiry into how buildings are made. Through this inquiry, Chance could be supported to explore the world of engineering, while developing his knowledge of the building process.

Lastly, IBL is an effective approach to nature pedagogies, as it places the child at the centre of the inquiry and encourages active learning. When deciding on a worthwhile topic of natural inquiry, it is important to ensure that it is based on the children's interests and questions and that it is designed in a way that allows for the inclusion of the child profiles provided. By following these principles, the children can explore and discover their answers, while developing their skills and knowledge.

Visual IBL Design Plan and Documentation

Developing Ideas and Concepts: Pre-Planning

When planning an inquiry-based learning activity related to the topic of 'Butterfly', it is important to consider the interests and abilities of Priyanka and Joshua. By engaging in creative activities such as dancing like butterflies outside, the children have already shown an interest in learning about butterflies. Therefore, the activity should include activities that will allow them to explore their curiosity further(Ullah et al., 2022). Ideas for activities could include creating butterfly-themed art, observing butterflies in the garden, learning about the anatomy of butterflies, or exploring the life cycle of butterflies. It is also important to consider the learning objectives of the activity, such as developing an understanding of the anatomy of butterflies, their life cycle, and their environment.

Designing Engaging and Motivating Learning Strategies

In order to engage and motivate Priyanka and Joshua in learning about butterflies, the activity should involve a range of engaging and motivating learning strategies. For example, learning could be made interactive by providing the children with the opportunity to observe real butterflies or to create butterfly-themed art (Amorós-Poveda, Cabero-Almenara, & Palacios-Rodríguez, 2022). The activity could also include physical activities such as creating 'butterfly wings' with paper plates, or gathering natural objects to create a 'butterfly garden'. Storytelling could also be used to inspire the children, with stories about the butterfly's journey from egg to adult. Through the use of these strategies, the children will be able to develop their knowledge and understanding of the topic in an engaging and meaningful way.

Involving Children in the Learning Process

In order to involve Priyanka and Joshua in the learning process, it is important to provide them with the opportunity to take ownership of their learning. This can be achieved by allowing the children to choose their own activities, and providing them with the freedom to explore and discover. The activity should also be adapted to their interests and abilities, and activities should be tailored to their level of understanding (Lockwood, Dos Santos & Pap, 2019). Through this, the children will be able to learn in a way that is meaningful and engaging for them.

Documenting and Assessing Ideas

Once the activity has been completed, it is important to document and assess the ideas that Priyanka and Joshua have come up with. This can be done through a variety of methods, such as taking photographs, creating artworks, or writing stories. Through this, the children will be able to reflect on their learning and review their progress. The activity can be assessed by observing the children during the activity, and by engaging in conversations with them about their ideas (Martins &Gresse Von Wangenheim, 2022).

Planning and Managing Ethical Dilemmas

When planning an inquiry-based learning activity related to the topic of 'Butterfly', it is important to consider any ethical dilemmas that may arise. For example, if the children are observing real butterflies, it is important to ensure that they are doing so in a way that is respectful and mindful of the butterflies' wellbeing. It is important to consider any cultural sensitivities that may be associated with the activity, such as the religious or spiritual significance of butterflies in certain cultures (Lavi et al., 2019).

Integrating Regulatory Requirements

When planning an inquiry-based learning activity related to the topic of 'Butterfly', it is important to ensure that it meets the relevant regulatory requirements. This includes any regulations related to safety, hygiene, and hygiene (Anderson &Kachorsky, 2019). For example, if the activity involves observing real butterflies, it is important to ensure that the children are supervised at all times and that any materials used are clean and safe. It is important to consider any regulations related to the care and protection of butterflies, such as laws related to the capture or destruction of butterflies.

The Five Possible Directions and Documentation

Direction One: Butterfly Gardens

In this direction, children can explore the environment of butterflies through the creation of a butterfly garden. To begin, children can research the different types of butterflies that live in their area and their favourite habitats. This could involve looking at books, exploring the internet, or visiting a local butterfly conservatory. Once the children have identified the type of butterflies that they would like to attract to their garden, they can start to plan the design of their garden. This could include creating a butterfly-friendly environment by planting a variety of flowers, shrubs, and trees. The garden could include features such as a bird bath, a butterfly feeder, and a resting area for butterflies. Once completed, the children can observe the butterflies in their garden and learn about their behaviour and habitat in an interactive way.

Direction Two: Exploring the Life Cycle of Butterflies

In this direction, children can explore the life cycle of butterflies by engaging in a range of activities. To begin, children can research the different stages of the butterfly life cycle and create a timeline of each stage. This could involve looking at books, exploring the internet, or visiting a local butterfly conservatory. Once the children have a basic understanding of the butterfly life cycle, they can begin to explore each stage in more detail. This could include activities such as raising caterpillars, observing the metamorphosis of a caterpillar into a butterfly, and exploring the different stages of the butterfly life cycle (e.g. egg, caterpillar, chrysalis, butterfly). Through these activities, the children can gain a better understanding of the life cycle of butterflies and the environment that they live in.

Direction Three: Butterfly Migration

In this direction, children can explore the phenomenon of butterfly migration. To begin, children can research the different species of butterflies that migrate and the reasons why they migrate. This could involve looking at books, exploring the internet, or visiting a local butterfly conservatory. Once the children have a basic understanding of butterfly migration, they can begin to explore the phenomenon in more detail. This could include activities such as observing the migration patterns of different species of butterflies, identifying the habitats of migrating butterflies, and creating a map of the butterfly migration routes. Through these activities, the children can gain a better understanding of butterfly migration and the environment that they live in.

Direction Four: Butterfly Anatomy

In this direction, children can explore the anatomy of butterflies through a range of activities. To begin, children can research the different parts of the butterfly's body and the function of each part. This could involve looking at books, exploring the internet, or visiting a local butterfly conservatory. Once the children have a basic understanding of the anatomy of butterflies, they can begin to explore each part in more detail. This could include activities such as examining real butterflies under a microscope, creating a diagram of a butterfly's body, and exploring the different adaptations of the butterfly's body. Through these activities, the children can gain a better understanding of the anatomy of butterflies and the environment that they live in.

Direction Five: Butterfly Art

In this direction, children can explore their creative side by creating butterfly-themed art. To begin, children can research the different types of butterflies and their colours. This could involve looking at books, exploring the internet, or visiting a local butterfly conservatory. Once the children have identified the type of butterfly that they would like to create art of, they can begin to create their artwork. This could include activities such as drawing butterflies, painting butterflies, or creating collages of butterflies. Through these activities, the children can explore their creativity and gain a better understanding of the environment that butterflies live in.

Conclusion

Inquiry-based learning (IBL) is an effective approach to nature pedagogies, as it places the child at the centre of the inquiry and encourages active learning. To design and implement an IBL approach, it is important to consider the principles of IBL and ensure that the topic of inquiry is developmentally appropriate for the age group of the children. When deciding on a worthwhile topic of natural inquiry, it is important to ensure that it is based on the children's interests and questions and that it is designed in a way that allows for the inclusion of the child profiles provided. Additionally, engaging and motivating learning strategies must be designed, as well as ethical dilemmas must be managed carefully. This visual IBL design plan and documentation provide teachers with the information and resources needed to create an engaging and successful inquiry-based learning environment for children. The plan includes steps such as creating an inquiry learning environment, planning activities, providing teachers with resources and materials, providing teachers with support and guidance, and documenting the inquiry-based learning experience. By following this design plan, teachers can create an environment that allows children to explore, ask questions, make observations, and draw conclusions. This will enable children to develop their thinking and knowledge while having fun and engaging in meaningful inquiry.

References

Amorós-Poveda, L., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2022). Pedagogical Patterns for tMOOC as a Social Technology of Relationship. Societies, 12(2), 47. https://www.mdpi.com/2075-4698/12/2/47/pdf

Anderson, K. T., &Kachorsky, D. (2019). Assessing students’ multimodal compositions: An analysis of the literature. English Teaching: Practice & Critique. https://www.researchgate.net/profile/Kate-Anderson-2/publication/336323092_Assessing_students'_multimodal_compositions_an_analysis_of_the_literature/links/5da88a204585159bc3d5a2f1/Assessing-students-multimodal-compositions-an-analysis-of-the-literature.pdf

Berie, Z., Damtie, D., &Bogale, Y. N. (2022). Inquiry-based learning in science education: a content analysis of research papers in Ethiopia (2010–2021). Education Research International, 2022. https://www.hindawi.com/journals/edri/2022/6329643/

Deák, C., Kumar, B., Szabó, I., Nagy, G., &Szentesi, S. (2021). Evolution of new approaches in pedagogy and STEM with inquiry-based learning and post-pandemic scenarios. Education Sciences, 11(7), 319. https://www.mdpi.com/2227-7102/11/7/319/pdf

Joseph, V., Sheikh, I., & Rajani, S. (2022). Inquiry Based Learning Method Of Teaching In Education: A Literature Review. Webology (ISSN: 1735-188X), 19(3). https://www.researchgate.net/profile/Irfan-Sheikh-2/publication/362155405_Inquiry_Based_Learning_Method_Of_Teaching_In_Education_A_Literature_Review/links/62d9201444f38f6825a04311/Inquiry-Based-Learning-Method-Of-Teaching-In-Education-A-Literature-Review.pdf

Lavi, I., Katz, L. F., Ozer, E. J., & Gross, J. J. (2019). Emotion reactivity and regulation in maltreated children: A meta?analysis. Child development, 90(5), 1503-1524. https://osf.io/usqvm/download

Lockwood, C., Dos Santos, K. B., & Pap, R. (2019). Practical guidance for knowledge synthesis: Scoping review methods. Asian Nursing Research, 13(5), 287-294. https://www.sciencedirect.com/science/article/pii/S1976131719305250

Martins, R. M., &Gresse Von Wangenheim, C. (2022). Findings on Teaching Machine Learning in High School: A Ten-Year Systematic Literature Review. Informatics in Education. https://www.infedu.vu.lt/journal/INFEDU/article/742/file/pdf

Ullah, M., Amin, S. U., Munsif, M., Safaev, U., Khan, H., Khan, S., & Ullah, H. (2022). Serious games in science education. A systematic literature review. Virtual Reality & Intelligent Hardware, 4(3), 189-209. https://www.sciencedirect.com/science/article/pii/S2096579622000201/pdf?md5=88ee50356fb17742bbff5a754acd90a6&pid=1-s2.0-S2096579622000201-main.pdf