Nature of Inquiry-Based Learning

Inquiry, in its simplest definition, is the process of asking questions. This process has driven numerous
developments that continue to benefit society today. Inquiry remains a fundamental aspect of various fields,
enabling experts to provide solutions to emerging issues. In the classroom, inquiry is a core learning activity
that every teacher is expected to facilitate. Developing students’ ability to inquire is crucial in the age of the
Fourth Industrial Revolution. According to the Future of Jobs Report by the World Economic Forum, three of
the top ten essential skills in this era are complex problem-solving, critical thinking, and creativity (Gray, 2016)
—all of which begin with the process of inquiry.
Inquiry-based learning (IBL) is an approach that engages learners in active participation as they seek
answers to curricular questions. These questions can range from simple, specific queries to more complex,
critical problems related to the curriculum. This approach encourages students to engage in self-regulated
activities as they conduct investigations. In Technology and Livelihood Education (TLE) classrooms, IBL can
facilitate the development of communication skills through activities such as formulating questions, deliberating
on ways to find answers, and presenting outputs as evidence of inquiry. Furthermore, this approach fosters
collaboration, as students work together to accomplish tasks.
The inquiry process begins with posing a question aligned with the content standards of the K to 12 TLE
curriculum. Students then proceed with investigations using various sources of information and present their
findings using productivity tools. The assessment tool for evaluating students’ work should be introduced before
the inquiry process begins to ensure clear expectations and criteria for success.

When to Use Inquiry-Based Learning

Chrisholm and Godley (2011) assert that Inquiry-Based Instruction (IBI), also known as Inquiry-Based
Learning (IBL), is particularly effective in TLE. IBL provides students with opportunities to investigate and
learn practical skills through hands-on activities, making it an ideal approach for subjects that emphasize
applied learning.

Types of Inquiry
VIU (2020) identifies four types of inquiry that can be used in facilitating classroom instruction. These types
provide varying levels of student autonomy and teacher guidance, ensuring that inquiry-based learning can be
adapted to different learning objectives and student needs.
1. Structured Inquiry
o The teacher provides the problem, research question, and procedure, while students analyze data
and draw conclusions.
o Examples:

 Agriculture Class: Students follow a step-by-step guide to germinate seeds and observe
the growth process under controlled conditions.
 Industrial Arts Class: Students follow a teacher-provided blueprint to assemble a simple
wooden toolbox.
  Home Economics Class: Students follow a provided recipe to bake bread and analyze
how different ingredients affect texture.
 Consumer Education Class: Students compare the price differences between branded
and generic products using a given price list.
2. Controlled Inquiry
o The teacher provides the problem and research question, but students design the procedure and
carry out investigations.
o Examples:

 Agriculture Class: Students are given the question, "Which organic fertilizer works best
for tomato plants?" They decide how to apply fertilizers and measure growth.
 Industrial Arts Class: Students are asked, "Which type of sandpaper is most effective for
smoothing plywood?" and conduct tests using different grits.
 Home Economics Class: Students investigate, "Which fabric is most absorbent for
making kitchen towels?" by designing their own water-absorption test.
 Consumer Education Class: Students are given the question, "How does packaging
affect consumer buying decisions?" and design a small-scale survey to gather data.
3. Guided Inquiry
o The teacher provides only the research question, and students design both the procedure and the
investigation.
o Examples:

 Agriculture Class: Students explore, "What are the effects of different watering
schedules on plant growth?" by setting up experiments with varied watering frequencies.
 Industrial Arts Class: Students research and construct a simple electrical circuit to
power a light bulb.
 Home Economics Class: Students develop their own healthy smoothie recipes and
justify their ingredient choices based on nutritional value.
 Consumer Education Class: Students investigate, "How do advertisements influence
spending habits?" by analyzing different media ads.
4. Free (Open) Inquiry
o Students formulate their own questions, design the experiment, conduct investigations, and
present findings with minimal teacher guidance.
o Examples:

 Agriculture Class: Students identify a local agricultural problem (e.g., poor soil fertility)
and design their own experiment to find solutions.
  Industrial Arts Class: Students design and build a functional small-scale project, such as
a phone holder or a birdhouse, based on their chosen specifications.
 Home Economics Class: Students research traditional dishes from different cultures and
create an original fusion recipe.
 Consumer Education Class: Students conduct a real-world budgeting experiment by
tracking and analyzing their weekly expenses.
Each type of inquiry offers varying levels of student independence, allowing teachers to scaffold
learning based on students' readiness and experience.

Role of the Teacher

The success of IBL largely depends on the teacher’s careful planning in relation to the curriculum. The
TLE teacher must identify the learning competencies that can be addressed through simple or complex inquiry.
The teacher plays a critical role in preparing topics for investigation and guiding learners by setting appropriate
questions. Although students are encouraged to design their own investigative process, the teacher ensures that
their inquiries align with learning objectives.
Technology further enhances IBL by expanding access to information, allowing students to explore
resources anytime and anywhere. However, teachers must be knowledgeable about reliable sources and ensure
that students have access to accurate and appropriate materials.
When designing an IBL lesson, teachers should consider the following factors, as proposed by Avsec and
Kocijancic (2016):
1. Prior knowledge and capacity – Understanding students’ existing knowledge and skills.
2. Context – Helping learners derive meaning from experiences.
3. Content of learning materials – Ensuring resources align with learning objectives.
4. Process strategies, reactions, and behavior – Guiding students’ approaches to inquiry.
5. Course outcomes – Defining expected learning results.

Role of Technology
The Internet and World Wide Web provide vast resources for information retrieval. Online platforms
offer various tools that support inquiry-based learning by facilitating research, collaboration, and presentation.
Language is no longer a barrier, as many platforms provide multilingual access to knowledge.
For TLE teachers and learners, numerous free educational websites support inquiry-based learning.
However, given the vast amount of information available online, TLE teachers must guide students toward
credible and relevant resources. The use of technology in IBL should align with learning competencies in the K
to 12 TLE curriculum.
It is important to note that while digital resources are valuable, they should not replace other sources of
information. Learners should also engage with human (e.g., teachers, industry professionals) and non-human
(e.g., books, laboratory tools) resources to develop well-rounded inquiry skills. However, given students’
increasing familiarity with digital tools, guiding them in locating high-quality online resources will enhance
their research and communication skills while reinforcing the importance of educational integrity.

Activity 4: Identifying Inquiry-Based Learning (IBL) in the TLE Curriculum

Directions:
1. Select a TLE Specialization (e.g., Agriculture, Industrial Arts, Home Economics, ICT, etc.).
2. Identify learning competencies in the chosen curriculum that are suited for IBL and write them in
Column 1.
3. Determine the type of inquiry you will use (Structured, Controlled, Guided, or Free/Open) and write it
in Column 2.
4. Write core questions about the competencies that learners might ask and explore in Column 3.

Rubric for Identifying Inquiry-Based Learning (IBL) in the TLE Curriculum

Needs Improvement
Criteria Excellent (10 pts) Proficient (8 pts) Developing (6 pts)
(4 pts)

Clearly identifies a Identifies a TLE

Selection of Identifies a Does not clearly
relevant TLE specialization and
Specialization & specialization, but the identify a
specialization and competency, but the
Learning competency is not specialization or
competency well-suited connection to IBL is
Competency well suited for IBL. competency.
for IBL. somewhat weak.

Selects the most

appropriate type of Selects a type of Selects an inquiry Does not select a
Choice of Inquiry inquiry for the inquiry that is type, but it does not valid type of inquiry
Type competency and appropriate but lacks align well with the or selects one
justifies the choice justification. competency. incorrectly.
effectively.

Well-developed,
Questions are relevant Questions are
thought-provoking, and Questions are vague,
Core Questions but may lack depth or somewhat related but
aligned with unclear, or unrelated
(Inquiry-Based) connection to higher- may not fully align
competency; fosters to the competency.
order thinking. with the competency.
higher-order thinking.

Work is disorganized
All sections are Some sections are
Most sections are and incomplete,
Completeness & thoroughly completed, incomplete, making
completed, with minor making
Organization well-organized, and the work difficult to
lapses in organization. understanding
easy to follow. follow.
difficult.

Grammar, Free from grammar and Few minor grammar or Noticeable grammar Many grammar and
Mechanics, & spelling errors; ideas spelling errors; ideas and spelling errors; spelling errors;
Clarity are clearly expressed. are mostly clear. some parts are unclear and difficult
 Needs Improvement
Criteria Excellent (10 pts) Proficient (8 pts) Developing (6 pts)
(4 pts)

unclear. to understand.

💡 Scoring Guide:

 50–40 points – Excellent (Outstanding understanding and application of IBL in TLE)

 39–30 points – Proficient (Good understanding with minor areas for improvement)
 29–20 points – Developing (Basic understanding, but needs more refinement)
 Below 20 points – Needs Improvement (Lacks understanding and clarity in IBL application)
 Identifying Inquiry-Based Learning (IBL) in the TLE Curriculum

Specialization:

Grade Level:

Members:

Learning Competencies Type of Inquiry Core questions

1.

2.

3.

4.

5.