Wynne Harlen Model of Inquiry Based Learning in the Context of Overcoming Educational Losses
DOI:
https://doi.org/10.32405/2413-4139-2023-2(31)-55-63Keywords:
inquiry, research, didactic model, Inquiry Based Learning, Inquiry Based Science Education, Big IdeasAbstract
As a result of the military events that started on February 24, 2022, approximately two-thirds of students have left their homes, and the educational process in general education institutions was suspended for about a month, after which a gradual restoration of activity began through remote learning methods. Due to the limitations associated with the state of war, comprehensive and regular education poses a significant challenge. Therefore, there is a need to seek and implement effective models of scientific education to compensate for educational losses now. The article is dedicated to the main approach of scientific education – Inquiry-Based Science Education (IBSE), which has not yet been widely applied in the educational activities of general secondary education institutions in Ukraine. The article presents an analysis of the didactic principles of inquiry learning, the theoretical foundations of the “Big Ideas” concept, and describes the inquiry/research learning model of one of the world-renowned scientists in the field of science education – Wynne Harlen. The authors consider the stages of implementing the model on the example of teaching 5–6th grade students in the STEAM camp “Science Through Art”. Mastering the “Big Ideas” in science will develop students’ abilities
to understand the fundamental aspects of events or phenomena in the natural world, enabling them to make informed decisions that affect their own well-being and that of others. Although not all natural science learning can or should be done through research, it plays a key role in developing students’ understanding. The effective application of the research method requires a lot of time, so it is necessary to choose such topics and types of activities that will best use the limited and precious teaching time, especially during the uncertainty of wartime. The authors aim to popularize the concept of “Big Ideas” in science education through the implementation of inquiry learning practices in school and extracurricular educational activities to overcome educational losses
in Ukraine.
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References
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