Inquiry-Based Learning and historical Thinking

There was so much information to take in regarding inquiry-based learning. I thought back to my own education and it seems that anything that was hand-on discovery like biology and dissecting worms or frogs sticks out in my mind more. Actually seeing the parts of the frog instead of simply looking at a book with a diagram made the learning more meaningful. However, I don’t remember my teacher asking inquiry-based questions. I really don’t think I learned this way as a student. This is probably why I don’t remember a lot of content as an adult.

I must admit my own teaching is not really inquiry-based as a whole. There have been times when I have used constructivist-type questions in a math lesson. I also try to use inquiry when I can in Science. For example, we were studying matter earlier this year and we talked about the changing states of matter. I gave each student some heavy cream and a marble in a container. I told them we would be changing matter and asked them how they thought that might happen. A few students offered responses. I then asked what state the matter inside the container was (the cream) and they responded that it was a liquid. I challenged them to turn it into a solid without opening the container. Most of them started to shake it, but some shakes were slow and others fast, some in a circle. Suddenly, one of my boys said, “I think mine is a solid now!” We opened it up, and sure enough, his shaking had turned it into solid butter. The students each finished the experiment and we enjoyed the butter on bread. Then I asked them what they noticed about the experiment and asked how they would explain it to their parents that night. They talked about the butter for weeks! I think it was a good way to teach changing states on matter in a way they would remember.

Reading the web sites have caused me to pause and really reflect on how I can use more inquiry in my teaching. I think it will require some planning and purposeful changes. As the site said, using this type of teaching does require some training because it is a new set of skills that teachers need to learn in order to make their classes more inquiry based. I definitely agree that our ever-changing world is much different now than it was 30-40 years ago. We have to help students become the problem solvers that this type of learning fosters. We need our students to wonder and think for themselves. I do think it will take administrators and superintendents to fully buy into inquiry-based learning. As I was reading, I kept returning to standardized tests and how they have been such a focus (as someone who never did well on these, I never thought so much emphasis should be placed on them) for many years. I can see using inquiry-based learning in math and science throughout the rest of this school year. I would like to make it a goal to find ways to use it in reading next year.

As far as Historical Thinking is concerned, I loved the Valley of the Shadows project. What a way for history to come alive. I do think texts play some role in learning history, but I think it becomes more meaningful with the addition of technology. Reasoning can better take place when history is studied in an interactive way like through the Valley of the Shadows Project. Developing those thinking skills that can be applied for any history content can be fostered through inquiry-based learning.