Guided Inquiry and the learning process

Learning is an emotional process.

Consistent with Bell (2005), Kuhlthau et al's (2007) approach to guided inquiry is underpinned by constructivist learning theory, and based on the premise that ‘deep, lasting learning’ results from students’  having opportunties to construct understandings through engagement and reflection. In addition, the six guiding principles of guided inquiry also acknowledge that children learn in different ways by building on what they already know, learn through social interaction, instruction and experience, and develop higher order thinking skills through guidance at critical points in the learning process (Kuhlthau et al, 2007).

A further aspect for consideration in a guided inquiry approach is the connections amongst learning, reflection and emotions. Kuhlthau et al (2007) cite Dewey’s phases of reflective thinking. Learning begins with uncertainty and confusion. Gradually, as learners reflect on what they already know, how they might learn more, what they have discovered and how it fits their problem or question and what knowledge they have constructed, they move past their uncertainty to curiostity, enthusiasm, excitement and pride in their achievements. The emotional experience of knowledge construction should be an important consideration with young learners.

Kuhlthau et al (2007) also believe that young children should learn by doing, and that guided inquiry for young children should involve them in ‘natural’ learning processes for the early stages of cognitive development. They see a ‘lock-step’ developmental approach as counterproductive. They believe that while young children may still need to engage with concrete materials, they are capable of engaging in all of the processes of inquiry (Kuhlthau et  al, 2007).

It is evident that guided inquiry with a prepartory class should involve concrete materials, play and social interaction with peers and members of the school and wider communities. Teachers need to provide timely support at critical points in the learning process in order to maximise learning. The tricky part is that the critical points will naturally vary from context to context and be different for each child. It is important that they closely monitor students emotions and behaviours. Students moods might provide valuable clues to about when teachers need to support learning.

Reference

Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C.; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21^st century, Westport, Conn: Libraries Unlimited, pp.13-28.