Inquiry based learning is an investigative approach –
students are able to investigate a problem and look for a solution. They need
to test out their ideas, be creative and explore solutions. (https://ssec.si.edu/stemvisions-blog/what-inquiry-based-science)
Challenges students to develop their thinking and understanding and evaluate to
create new understanding. Students have to investigate, gain understanding and
construct meaning. In contrast to this Osbourne and Freyberg’s Generative
Learning Model is much more teacher or expert directed.
The model has three phases. Phase 1, is ‘Focus’. In this
part of the model the students are given the context for the exploration. They meant
to be motivated and interested. Phase 2 of the model is challenging and
comparing the student’s ideas with those of the scientist. Phase 3 is the
application of the ideas through discussion and analysis. (Dawson and Venville,
2007, p136)
The problem with this model is that it does not seem to
allow much opportunity for inquiry-based learning. The teacher’s role in phase
one seems to be to begin the process of inquiry. However, from that point on
there is no mention of encouraging the students to question and follow their
own lines of inquiry. More than that there is no mention of exploring and using
in hands on investigation, which is a powerful tool for increasing
understanding and helping the students draw evidence based conclusions. (NESA, 2017)
The other gaps in the model are the lack of explicit
opportunity for students to express their ideas developing scientific
understanding and language. There is also a lack of opportunity for students to
elaborate on their understanding and apply what they have learnt, perhaps even
designing a solution.
In a more constructivist model of learning the students
themselves are the scientists – questioning, experimenting and testing, drawing
conclusions, critically thinking and problem solving. Osbourne and Freyberg’s
Generative Learning Model seems to leave out some of these critical steps.
