Inquiry-Based Learning (IBL) is remarkably more effective as compared to the conventional teaching techniques that involve mere lecturing to the learners. As opposed to the traditional learning approach in which more focus is placed on the passives, IBL promotes participation, problem solving, and activity. In addition to that, this method assists the students in the development of analytical skills and therefore makes the learning process richer and closer to real-life situations. This approach enhances the chances of students to retain as well as comprehend what is being taught by engaging them in the learning process.
This traditional approach of teaching through lectures may enhance knowledge acquisition without deep understanding. Though presenting class content effectively, lectures are passive in a way that does not seek students’ participation. This can minimize retention level, as well as limit students’ critical thinking skills. On the other hand, IBL encourages the students to pose questions, to explore and find the answers on their own and even in groups.
This means that the level of understanding portrayed by learners and their level of participation when using IBL supports the notion that it is effective. On IBL students have better problem solving and memory skills as evidenced from various literature research. Since they take great part in the construction of their learning experiences they get deeper understanding. In addition to that, group activities promote group working and coordination, which is an important aspect in all sectors of life.
Still some of the important points should be mentioned. The IBL does take more time and resources in teaching compared to the traditional methods of giving lectures. Specifically, they have to prod the conversation along, pose questions, and sometimes may need to redirect students in order to keep them on topic. Nonetheless, the above challenges contribute to increased independence when students are learning since there are various advantages associated with this form of learning. This makes them accommodate themselves well with real life issues other than academics in the broader society.
In a general sense, using the method based on inquiring queries is superior to conventional lecturing approaches to increase momentum, deep thinking, and knowledge retention. Nevertheless, rather than serving as a passive model of learning, IBL interacts to enhance knowledge acquisition into an active one. With the enhancement of exploration and discovery, the knowledge construction model empowers students well for the long-run, thus making the students competent learners.
Conclusion
In conclusion, Inquiry-based learning combined with cooperation is categorically more effective than any form of lecturing in helping students grasp content and develop critical thinking skills intensively. It may be noted that even though lectures make information hierarchical in both space and time, they do not allow interaction and are not memorable in the long term. IBL, however, fosters the spirit of learning and critical thinking as students are equipped with life skills of solving issues that face them in the real world. Addressing active learning demonstrates students must be active learners and when the educators’ initiate the process, it creates responsible learners.
