Republic of the Philippines

North Eastern Mindanao State Universi ty

Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph

Unit II. Integrating active Learning Approaches in Science Learning

Lesson A: Inquiry-Based Learning and Research-Based Learning

Intended Learning Outcome:

A. Integrate Inquiry-Based and Research-Based Learning in a classroom project to
boost critical thinking and research skills and assess the impact on students’ curiosity
independent inquiry, and deeper understanding

Content:

“Give a person a fish and he will eat for a day; teach a person to fish and she will eat for a
lifetime.”
– Adapted from a saying by an unknown author

What is inquiry- based learning?

Inquiry-based Learning as an Approach

Buchanan et. al.,2016: Inquiry-based learning is a kind of approach to learning that focuses on
the involvement of students in the hunt for their learning. It is a learning model that is student-
centered and is in pursuit of a question or a problem. It provides an alternative process of an
aural description of autonomy, experience, motivation, and academic challenges.

Wheatley, 2018: Inquiry-based learning leads to better engagements among students throughout
a class period and provides a greater grasp and understanding of the content knowledge, and
creates an atmosphere of overall engagement.

In the traditional way of teaching, teachers are the fountain of learning. In Inquiry-based learning,
students are the main actors. Hands-on working is an essential part of inquiry-based learning
that helps in the formation of understanding in the theoretical knowledge and ideas (Schmid &
Bogner 2018).

Gomez and Suarez, 2020, suggests that among the approaches or strategy for developing
intellectual autonomy and complex thought process, Inquiry-based learning has positioned itself
to the top. It is considered as the most recommended “active” methodologies that can be used
by
teachers that allow optimum learner involvement.

It is suggested to improve students’ critical thinking skills because the method aims to enhance
students’ interpretation, evaluation, analysis, inference, self-regulation, and explanation skills
which are the essential core of critical thinking skills (Wale & Bishaw, 2020).

Rather than being passive audiences that receive knowledge, Inquiry-based learning and
instruction allow students to be more self-directed and act as active participants in the learning
process. This shift in increased autonomy combined with responsibility and self-direction
improves the higher thinking skills and more sophisticated understanding that are encapsulated
in the theoretical benefits of Inquiry-based learning (Constantinou et. al., 2018).

Effects of Inquiry-based Learning on the Performance of Learners

 Republic of the Philippines
North Eastern Mindanao State Universi ty
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph
To ensure students’ success and achievement, learners must fully understand and apply the
content material as IBL encourages and involves students in the process of scientific discovery
and makes science relevant toward the real-world concerns (Darling-Hammond et.al., 2020).

In the study conducted by Lindsey Bailey (2018), she found out that Inquiry-based Learning has
allowed greater comprehension and understanding of the content covered and provided a strong
connection on the essential question that resonated through six weeks of intervention amongst
her students.

A similar study where Nadim Farooqi (2020) applied Inquiry-based Learning in teaching
Mathematics in early childhood found out that the use of Inquiry-based Learning whilst young
will provide a strong foundation in mathematics.

The key to reaching its optimum positive results lies in the execution and application of the
teachers as it needs to take planning and developing inquiry-based learning lessons into deep
consideration (Wilson, 2020).
 Republic of the Philippines
North Eastern Mindanao State Universi ty
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph

Research-based Learning

What is research-based

In a research-based learning approach, students actively search for and then use multiple
resources, materials, and texts in order to explore important, relevant, and interesting questions
and challenges. They find, process, organize and evaluate information and ideas as they build
reading skills and vocabulary.

In the five stages of research-based learning, students:

a. Identify and clarify issues, questions, challenges, and puzzles. A key component of
research-based learning is the identification and clarification of issues, problems, challenges and
questions for discussion and exploration. The learner is able to seek relevancy in the work they
are doing and to become deeply involved in the learning process.

b. Find and process information. Students are tasked with searching for, finding, closely
reading, processing, and using information related to the identified issue and question from one
or more sources. As they seek out resources and read information, and then organize, classify,
categorize, define, and conceptualize data. In the process, they become better readers.

c. Think critically and creatively. Students are provided with the opportunity to use their
researched information to compare and contrast, interpret, apply, infer, analyze, synthesize, and
think creatively.

d. Apply knowledge and ideas and draw conclusions. Students use what they have learned
to draw conclusions, complete an authentic task, summarize results, solve problems, make
decisions, or answer key questions.
 Republic of the Philippines
North Eastern Mindanao State Universi ty
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph

e. Communicate results. Students communicate results of their research activities in a number

of possible ways, such as through a written research report, a persuasive essay, a book
designed to teach younger students, a math problem solution, a plan of action, or a slide
presentation to members of the community.

Teachers Role
In research-based instruction, teachers play a pivotal role in facilitating student
learning by fostering engagement and critical thinking. Rather than solely relying on lectures or
textbooks, teachers encourage students to actively seek out and process information
independently. They cultivate a classroom environment that nurtures curiosity and inquiry,
empowering students to ask questions, solve problems, and apply higher-order thinking skills.
Acting as coaches, teachers guide students in formulating questions, accessing, evaluating, and
communicating information, allowing them to draw their own conclusions. Importantly, teachers
consistently reinforce this approach by integrating research-based learning opportunities into the
curriculum, encouraging students to contribute additional resources, complete projects, and
engage in evidence-based discussions. Overall, the teacher's role is to empower students to
take ownership of their learning and cultivate a culture of continuous inquiry and critical thinking.

Students Outcome
The described teaching approach emphasizes empowering students to become
independent learners through various activities such as searching for reliable information,
reading diverse texts, and engaging in critical thinking. Over time, students develop essential
skills like information literacy, reading comprehension, critical thinking, and writing proficiency.
Additionally, they cultivate positive learning habits such as perseverance and resilience, which
contribute to their self-esteem and motivation to learn. This approach fosters a deeper
understanding of content as well as the ability to discern between reliable and unreliable sources
of information, crucial in today's information-rich environment.

Research-based learning is one of the essential skills of 21st-century SHS students as well as
skills such as collaboration, creativity, communication, and critical thinking (Gonzales, 2020).

Kristoffren Lubas (2022) : The test resulted in a manner that the Research-Based Learning
model (RBL) helped improve learners' performance levels in the six cognitive domains with
emphasis on higher-order thinking skills (HOTS) namely analyzing, evaluating, and creating;
therefore, it is imperative for implementation, especially for senior high school science
instructions.
 Republic of the Philippines
North Eastern Mindanao State Universi ty
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph

References
 Republic of the Philippines
North Eastern Mindanao State Universi ty
Tagbina, Surigao del Sur
www.nemsu-tagbina.edu.ph

Buque, J. S. R. based learning in various pedagogies for grade 12 students in the new normal.

Kristoffren Lubas (2022). Research-Based Learning Model for Senior High School Science
Instruction, Psychology and Education: A Multidisciplinary Journal, 2(4): 316-328

Research Based Learning: A Lifelong Learning Necessity - Solution Tree Blog." Solution Tree
Blog, 17 Sept. 2021, https://www.solutiontree.com/blog/research-based-learning-a-
lifelong-learning-necessity/.