Learning+Model+Comparison




 * Comparison Criteria || Inquiry Based Learning || Problem Based Learning ||
 * Student centeredness || Students construct their own learning through the use of questioning || Students construct their own learning by working in groups to solve problems ||
 * Assessment || Teachers assess students based on participation and the progress of skills || Students are assessed based on participation and content knowledge ||
 * Ease of implementation || Teachers need to plan ahead questioning strategies and appropriate materials for students' success of learning || Relatively easy to elicit this practice if the learners are intermediate or advanced in the subject knowledge at hand. ||

Constructivism is a theory based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. People are active creators of their own knowledge. In order to do this we must ask questions, explore, and assess what we know. Constructivist teachers encourage students to assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them the tools to keep learning. The goal of constructivist learning is for students learn how to learn. Throughout this paper we will compare two different learning models within constructivism, Inquiry Based Learning and Problem Based Learning. We will determine the benefits, ease of use and types of assessment used in both learning methods. An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." This statement is the essence of inquiry based learning. This method is focused on the students learning the content as a means to develop information-processing and problem-solving skills. Students working within inquiry learning are provided a very student centered learning environment, one in which the teacher is the facilitator of learning. Inquiry based instruction stresses the importance of "how we k now something" rather than "what we know." Inquiry based learning is very student centered. Students often accept the invitation to learn and are willing to engage in the learning process. Students raise questions, propose explanations and use their observations throughout the learning process. They also plan and carry out their own learning activities. The role of the teacher is to facilitate learning. Teachers review standards and make plans necessary for inquiry based learning. They plan ways that each student can be actively involved in his or her own learning process and prepares the classroom with the tools necessary for leaning. The teacher also asks questions that encourage more thinking of students which in turn creates more questions from students. In an inquiry classroom, the teacher asks questions that are more open and reflective in nature. Appropriate questioning techniques are important in an inquiry-based classroom, especially in the lower grades where they become a foundation for self-initiated questioning. There are four main types of questioning strategies that are used: inference, interpretation, transfer, and questions about hypothesis. Assessment is focused on determining the progress of skills development in addition to content understanding. Inquiry learning is concerned with in-school success, but it is equally concerned with preparation for life-long learning. Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically. Today, much learning occurs after formal schooling. Our schools must change their approach to education to produce students who can thrive in the modern world. Problem Based Learning (PBL) is a student centered practice in which students learn about a subject in the perspective of complex, versatile, and realistic problems. Working collaboratively in groups, students compartmentalize what they already know, what they need to know, and how to access new knowledge that may lead to solve of the problem. The role of the teacher is that of a guide. The instructor provides appropriate support of the process by asking meaningful questions, providing appropriate resources, and leading class discussions, as well as designing different types of student assessments. Essentially, the teacher assumes the role of the student in some cases. The teacher is there to guide, however this is very much student-centered. Unlike traditional instruction, PBL engages the student in constructing knowledge in their own mind by themselves. PBL learning atmosphere aims to enable students to discover their own learning while working with their peers. In PBL, students take responsibility for their group by arranging and directing the learning process with support from an instructor. Promoters of PBL state that it can be used to enhance content knowledge while fostering growth in communication, problem solving, and self directed learning skills. Another important attribute of this particular model is that research claims it may increase students' intrinsic motivation. Students become curious, interested, and engaged when they are in charge of their own learning. Working collaboratively allows students to gain insights from other classmates as well. Studies have shown however, that active problem solving early in the learning process, is a less effective instructional strategy than studying worked examples, and listening to an instructor. For example, PBL is frequently used for the subject of mathematics. If the students are participants in a beginning Algebra course, this strategy may not be as effective. The students need to be intermediate learners for this practice to have a positive outcome. Active problem solving is useful as learners become more competent, and better able to deal with their working memory limitations. Overall, Problem Based Learning is an effective tool for intermediate learners for many reasons. Perhaps though, the most significant reasons why this strategy is effective is simply because it increases self-motivation, fosters the growth in student communication, and enables students to be in charge of their own learning. To compare Problem Based Learning to Inquiry Based Learning we must look at the different facets of each strategy. PBL and Inquiry Learning is solely student centered; whereas the instructor plays the role of a facilitator or guide to student learning. The main difference between the two practices is PBL has students working collaboratively in groups, while Inquiry learners often work independently. PBL requires background knowledge of the subject before participation of the learning practice to be effective. In contrast inquiry learning can be accomplished from a young age with no background knowledge if the teacher provides appropriate questioning strategies.