Enquiry Based Learning

This blog post will consider how enquiry based learning (EBL) is used to help build on a child’s creativity within education. It could be argued that mantle of the expert is derived from enquiry based learning as both of these creative aspects have the pupil at the centre of the learning environment. It is described by Kahn & O'Rourke (2005), as an approach to learning that is driven by a process of enquiry demonstrated by the learner.

    Education should always involve enquiry and allow it to flourish throughout both compulsory schooling. Allowing for enquiry when teaching allows for children to be inquisitive about the subject matter, the more a pupil’s enquiry is piqued the more they are likely to understand. EBL allows for the teacher to be the facilitator of a subject, which allows for pupils to develop their own method of understanding the topic.

   It could be argued that enquiry based learning has a direct link with the foundation phase. Although this aspect of learning is relevant throughout all areas of the curriculum the foundation phase promotes learning through enquiry. Kahn & O'Rourke (2005), have explained further that EBL promotes engagement amongst learners in regard to the approach that is undertaken in regard to the engagement with a complex or particular scenario and that students direct the lines of enquiry and the methods that are employed when finding a solution to the problem that is being faced. EBL allows for pupils to find their own niche, opposed to the usual methods that teachers employ, such as learning to recite information. Crombie (2014), states that EBL is derived from Dewey’s constructivist theory, that people construct their own learning.

    It could be considered that each of us right through to adulthood have to be inquisitive when learning something new. Over the past few years when starting at university or starting a new job I have had to be aware of why something is being done, although I might not necessarily understand the topic matter.

    In conclusion EBL allows for the teacher to facilitate rather than be seen as the fountain of knowledge within the classroom. EBL could be seen as having similarities to mantle of the expert in the way that both of these methods have the learner at the centre of their education.