Search

M45
Award in Inquiry Based Learning in STEM Subjects

MQF Level: 6

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16

 

Course Description

Inquiry-based learning has its roots in constructivism where the main ideology is that individuals must actively construct their knowledge ideally using a collaborative approach. Echoing constructivist theories, the National Minimum Curriculum considers learning as an active process and proposes student-centred inquiry-based approaches. This course aims to encourage teachers to use inquiry-based learning to help students become better learners by developing their critical thinking skills and preparing them to become life-long learners. 

It also aims to illustrate ways in which teachers can engage students who do not function well in a more traditional learning environment since inquiry-based learning can be adapted for all age groups and validates the knowledge and experiences of students, including those from disadvantaged groups.

Entry Requirements

Applicants interested in following this programme are to be in possession of one of the minimum eligibility criteria:

1. A Bachelor of Education (MQF 6 with a minimum of 180 ECTS);

2. A Bachelor’s degree (MQF 6 with a minimum of 180 ECTS) in addition to a teaching qualification at MQF Level 6 or higher.  

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) Collaborate with other educators to enable personalised professional development;
b) Carry out tasks which are subject-related and based on curriculum content but which have an inquiry component;
c) Be responsible for managing classroom interaction and supporting collaborative work;
d) Guide students to plan investigations in which students can experiment, interpret, evaluate and communicate results.

Knowledge 

a) Identifying learning situations which can be used as a key to solving problems in science, mathematics and other STEM-related subjects on a global level;
b) Describing the multiple formats (fieldwork, case studies, investigations, individual and group projects) in which inquiry-based learning can be implemented;
c) Matching his or her student’s aptitudes, interests and abilities to the learning activity presented using scaffolding to teach a diverse group of students with diverse learning needs within the same learning activity.

Skills

a) Apply and test new skills obtained in inquiry-based teaching and receive feedback about performance;
b) Construct an image and understanding of how inquiry-based learning will benefit his or her students;
c) Design a unit of study to be taught through inquiry-based learning but which is adapted to own students’ interests, abilities and age group.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

1. Ermeling, B. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377-388.
2. McNeill, K.L., Pimentel, D.A., & Strauss, E.G. (2013) The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum, International Journal of Science Education, 35(15), 2608-2644
3. Morisson, J.A. (2013). Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science. Journal of Science Teacher Education, 24, 573-588.
4. Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers and Education, 59, 82-94.
5. Sanger, J.L. (2008). How does inquiry-based instruction affect teaching majors’ views about teaching and learning science? Journal of Chemical Education, 85 (2), 297-302.
6. Swan, M., Pead, D., Doorman, M., & Mooljick, A. (2013). Designing and using professional development resources for inquiry-based learning. Mathematics Education, 45, 945-957.

Skip to content