Inquiry-based learning has been regularly criticized by scholars who favor direct instruction. The authors in this paper push back on this sentiment by reviewing the evidence and arguing that a more complete interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction in a science/STEAM setting.
Definitions of Direct Instruction and Inquiry-Based Learning
The authors note the difficulty of providing a precise definition of direct instruction and inquiry-based learning as there are many different derivative uses and definitions by researchers.
Direct instruction is defined as instruction that, at its core, conveys information directly—for example, by lecturing and by giving a leading role to the teacher or system (e.g., textbook). Direct instruction admittedly contains a passive component (lecturing, text presentation in books), but students can also be active in making sense of the information offered (note taking, practice), and use experimentation to confirm already learned theories.
Inquiry-based learning is thought of as a way to construct conceptual knowledge. Students may be asked to invent, construct, or discover any of the critical practices, concepts, or principles on their own.
Analyzing the Effectiveness of Inquiry-Based and Direct Instruction on Three Research Areas
The authors reviewed evidence from the literature that bears on the relative effectiveness of inquiry-based and direct instruction in three research areas: controlled studies, correlational work, and program-based studies.
- Controlled Studies: Found that guided inquiries that may include some elements of direct instruction were more effective than inquiries that had little to no guidance.
- Correlation Work: Successful instructional approaches can include student investigations as long as adequate guidance, possibly including direct instruction, is given for designated aspects of the inquiry process
- Program-based Studies: Compared the effectiveness of two curriculums, one that was based on inquiry principles and another that was “business as usual”. The evidence from these studies certainly does not show the overall superiority of the direct instruction approach.
Inquiry-Based and Direct Instruction Can Both Be Used in the Classroom in a Complementary Way
Overall, the literature shows the benefits of inquiry-based instruction over direct instruction for acquiring conceptual knowledge. While the authors have mainly focused on conceptual domain knowledge as the outcome of the learning process, inquiry-based instruction may have some additional learning outcomes that are worthwhile for students, such as knowledge of the nature of science. Inquiry learning is also associated with higher interest in and enjoyment of science and higher self-efficacy. Being involved in inquiry learning may also be better preparation for future learning than following direct instruction. Finally, inquiry learning is very naturally situated in a collaborative community setting in this way helping students to develop valuable collaboration.
It was also noted that direction instruction and inquiry learning can be complementary to each other. When direct instruction precedes inquiry learning it can equip students with the required prior knowledge and skills. It can also expose them to a different view of the domain before exploring it. The authors also elucidated that telling before inquiry can be important when the domain includes multiple latent entities having complex interplay.
Notable Quotes:
“Not every topic worth learning lends itself well to inquiry learning.”
“Above and beyond subject-matter characteristics, teachers and curriculum designers should align their instructional and assessment methods with the kind of learning outcomes they expect from students.”
“Another insight that can be gleaned from early instructional design theories is that students’ initial knowledge is an important condition for productive inquiry-based learning.”
Personal Takeaway:
This article contained some really good ideas about the best application of inquiry-based learning including how direct instruction can be used with it in a complimentary way. It helped me better understand the philosophical principles of inquiry learning and how that can be translated on a practical level. It was interesting to see that prior knowledge was mentioned as a critical factor in the success of inquiry learning.—Matt Browne
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., … & Zacharia, Z. C. (2023). Let’s talk evidence–The case for combining inquiry-based and direct instruction. Educational Research Review, 100536.