INQUIRY-BASED

LEARNING
Ariel P. Villar, Ph. D
Master Teacher II
Grading System

■25% - Written Works (Seatwork, Quizzes)

■50% - Oral Appraisals (Recitation, Group
Reports. Attendance, Character)
■25% - Periodical Test
JOHN DEWEY
(1859 - 1952)
Dewey’s Theories and Beliefs on Education
❖ Experiential education: Dewey focused his concept of
“instrumentalism” in education on “learning by doing or
hands-on learning”, which means to learn not only by the
theory, but also by the practice. “Instrumentalism” is a
theory of knowledge created by Dewey in which ideas are
seen to exist primarily as instruments for the solution of
problems encountered in the environment.
❖ The school’s role: Dewey stressed the importance of
education in school not only as a place to gain content
knowledge, but also as a place to learn how to live. The
purpose of education should be the realization of
everybody’s full potential and the ability to use any skills for
the greater good.
Dewey’s Theories and Beliefs on Education
❖The educational process’ role: Dewey advocated for
an educational structure that makes a balance
between the child and the curriculum, that is to say,
delivering knowledge while also taking into account
the interests and experiences of the student.
❖The teacher’s role: The teacher’s role should be that
of facilitator and guide since the teacher becomes a
partner in the learning process who leads students
to independently discover meaning within the
subject area.
• He focused his concept of “instrumentalism” in education on “learning by
doing or hands-on learning”, which means to learn not only by the theory,
but also by the practice.
• He advocated for an educational structure that makes a balance between
the child and the curriculum, that is to say, delivering knowledge while also
taking into account the interests and experiences of the student.
• His pedagogical key consisted in providing the children with “experiences of
first hand” about conflictive situations, most of the time based on personal
experiences.
• He presented that the teacher’s role should be that of facilitator and guide
since the teacher becomes a partner in the learning process who leads
students to independently discover meaning within the subject area.
• He quoted that “the child goes to school to make things: to cook, to sew, to
work the wood, and to make tools through acts of simple construction; and
in this context, and like consequence of those acts it articulates the
studies: reading, writing, and calculus.
 Lev Semyonovich
LEV VYGOTSKY Vygotsky
 4 Basic Principles Underlying The
Vygotskian Framework
Children construct their knowledge
Development can not be separated from its social
context .
Learning can lead development
Language plays a central role in mental development.
• His work was often criticized by the Communist Party in Russia, and
so his writings were largely inaccessible to the Western world.
• He proposed that human development results from a dynamic
interaction between individuals and society.
• He explained that children learn gradually and continuously from
parent and teachers.
• He explained that the More Knowledgeable Other (MKO) is normally
thought of as being a teacher, trainer, or older adult, but the MKO
could also be peers, a younger person, or even computers.
• He coined the word “Scaffolding” as a process in the Zone of
Proximal Development which requires that an instructor shows by
examples how to solve a problem while controlling the learning
environment so that students can take things step by step expanding
their base of knowledge to the fullest potential.
JEROME BRUNER:
A LEARNING
THEORIST
 Bruner’s Beliefs

■ Bruner believes that students must be active—

they must identify key principles for themselves
rather than simply accepting teachers’ explanations.

■ This process has been called DISCOVERY

LEARNING.
• He proposed a method of instruction learning is best achieved
through a process of inquiry called Discovery Learning
• He noted that students must be active learners—they must
identify key principles for themselves rather than simply
accepting teachers’ explanations
• He coined the Iconic Stage which involves images or other
visuals to represent the concrete situation.
• He explained that the use of words and symbols "allows a
student to organize information in the mind by relating
concepts together“ also known as the Symbolic Stage.
• He believed that "learning begins with an action - touching,
feeling, and manipulating" also known as the Enactive Stage.