Introduction

Increased student performance is the number one goal of

educators. All teachers, principals, and parents want their
students to perform to the highest standards possible. With this
goal in mind it is important for new learning styles to be
investigated and to discover if there are better ways to teach.
For a subject area like science, teachers are responsible for not
only educating their students to recite information, but students
must also understand the nature of science and be able to apply
concepts and determine logical conclusions.

The teaching style in which students learn by discovery is called

inquiry based learning. This learning style tends to be more
enjoyable for the students, because they are actively
participating in their learning. This learning style also tends
to be more natural for students because human beings naturally
learn by discovering the world around them (Education
Broadcasting Corporation, 2004). Inquiry based learning is a
method that has the potential to achieve higher subject specific
student performance
 Statement of the Problem

The problem of this study was to determine if student learning

was enhanced through the use of inquiry teaching methods.

Scope and Delimitation

Indirect instruction method is best used when the learning

process is inquiry-based, the result is discovery and the
learning context is a problem. This can come as 1) inquiry
method/discovery method 2) problem-solving method and 3) project
method. An approach to teaching and learning in an approach to
teaching and learning in which concepts, patterns, and
abstractions are taught in the context of strategies that
emphasize concept learning, inquiry, and problem solving
learner acquires information by transforming stimulus material
into a response that requires the learner to rearrange and
elaborate on the stimulus material which concepts, patterns, and
abstractions are taught in the context of strategies that
emphasize concept learning, inquiry, and problem solving. Learner
acquires information by transforming stimulus material into a
response that requires the learner to rearrange and elaborate on
the stimulus material.
 INQUIRY METHOD

The inquiry based learning method is a teaching technique in

which teachers allow students to learn through discovery. Inquiry
based learning demands that students are actively participating
in their own learning. Research shows that active teaching
methods, like inquiry, are found in the personal opinion of most
students to be more useful. Inquiry based methods allow for
students to interact with their surroundings, ask questions, and
draw conclusions by thinking critically and logically. Inquiry
based learning especially lends itself to teaching science
courses because of its investigative nature. Science courses
require students to learn the scientific method and perform
scientific inquiries. Inquiry based learning builds on the
required scientific curriculum and elevates the cognitive
development of students to the highest levels of blooms
taxonomy. According to both the Georgia and Virginia state
standards for biology, students are required to obtain higher
levels of cognitive development by not only observing and
recalling information, but also by analyzing and evaluating
(Georgia Department of Education, 2006; Virginia Department of
Education, 2003). Inquiry based methods allow for higher levels
of cognitive development to be reached by students (Mysliwiec,
2005).

STEPS IN THE INQUIRY METHOD

1. Define the topic or introduce the question.
2. Guide students plan where and how to gather data and
information.
3. Students present findings through graph, charts, PowerPoint
presentation, models, and writing.
INSTRUCTIONAL CHARACTERISTICS
1. Investigative processes such as inferring, hypothesizing,
measuring, predicting, classifying, analyzing, and experimenting;
formulating conclusions and generalizations are employed.
2. The procedure in gathering information is not prescribed by
the teachers.
3. The children are highly motivated to search, hence active
participation is the best indicator of inquisitiveness.
4. The answers arrived at are genuine products of their own
efforts
5. Focused questions before, during and after are critical
ingredients that provide direction and sustain action.

OUTCOMES OF INQUIRY TEACHING

1. Its emphasis is on the processes of gathering and processing
of information
2. Its dependence on first-hand experience with objects and
phenomena occurring in the environment is certainly in agreement
with the most often cited theory of Piaget on intellectual
development.
3. The inquiry approach which predominantly allows some degree of
freedom develops initiative and divergent thinking.

4. A deep sense of responsibility is developed when learners are

left to manage their own learning, be it in pursuit of answers,
mastery of content or simply solving a problem that confronts
them instantly.

5. Educators strongly believe that facts and concepts that

learners discover by themselves become stored as part of their
permanent learning.
6. Experiencing success in inquiry-based/discovery lessons builds
up the learners feeling of confidence.

7. Participation in inquiry activities strengthens learners

intellectual capabilities.

HOW TO FACILITATE INQUIRY TEACHING

1. Arrange for an ideal room setting.

2. Choose tools and equipment that can easily be manipulated.

3. The materials to be used or examined must lend themselves

easily to the processes to be employed and the end product
desired.

4. The questions/problems to be answered should originate from

the learners, followed by the formulation of hypothesis.

5. The procedure should likewise be planned by them.

6. At the completion of the activity, require an evaluation of

the steps undertaken as to its effectiveness and the clarity of
the results.

7. Above all, the teacher himself/herself should internalize

her/his changed role to that of a guide, facilitator and
counselor rather than the traditional authority who not only
determines the material to be learned but also dictates how it
should be learned.

CONCLUSION
Students will identify and research issues and questions to
develop their knowledge or solutions. Inquiry-based learning
includes problem-based learning, and is generally used in small
scale investigations and projects, as well as research. The
inquiry-based instruction is principally very closely related to
the development and practice of thinking skills.

RECOMMENDATION

Inquiry based learning can be applied on all disciplines which

has been confirmed through different researches. Learners have
different perspectives of viewing the world like economic,
historic, scientific, artistic, etc. The disciplines can be
interrelated through inquiry based learning, which ensures the
integrity of different disciplines and the world views about
them.

REFERENCES

Bonwell, C., & Elison, J. (1991). Active Learning: Creating

Excitement in the

Classroom. ASHE-ERIC Higher Education Report No. 1. Washington,

D.C.: The

George Washington University, School of Education and Human

Development.
Carlson, L. M. (2009). A case study on English language learner
student responses to

variations in science instruction. Retrieved from ProQuest

Digital Dissertations.

(AAT 1465371)

Cassamassa, M. (1998). The effectiveness of active and passive

teaching methods on the

retention of material taught to the naval intelligence officers

basic course

(NIOBC) students for the period of one week. Retrieved from Old
Dominion

University OTS Graduate Research Database.

TABLE OF CONTENTS

INTRODUCTION----------------------------------------------

STATEMENT OF THE PROBLEM----------------------------------

SCOPE AND DELIMITATION------------------------------------

 DEFINITION OF TERMS---------------------------------------

BODY

o STEPS IN THE INQUIRY METHOD

o INSTRUCTIONAL CHARACTERISTICS
o OUTCOMES OF INQUIRY TEACHING
o HOW TO FACILITATE INQUIRY TEACHING

CONCLUSION------------------------------------------------

RECOMMENDATION--------------------------------------------

REFERENCE-------------------------------------------------