For the second post, I would like to introduce Inquiry-Based Learning (IBL), an approach to teaching and learning that is becoming increasingly popular in many learning environments. IBL is characterized by a focus on problem-oriented learner-driven exploration and discovery, rather than on a teacher-centered delivery of target information. In this approach, students are encouraged to ask questions, seek answers, and engage in hands-on learning experiences.
One of the key characteristics of IBL is that setting a problem promotes active learning, which means that learners are not passive recipients of information but are actively engaged in the process of discovering and applying knowledge in the problem space. IBLs can take many forms once an initial problem is announced, such as working in small groups to solve a problem, conducting experiments, or exploring real-world situations to address it.
Another important characteristic of IBL is that it is student-centered. In other words, the learning process is driven by the questions of the students, rather than by the teacher. This allows learners to take ownership of their own learning and to explore topics that are relevant and meaningful to them.
So, how does IBL align with teaching and learning in the context of teaching daily life economics? To a large extent, IBL aligns with real-life economic situations, as it directs students’ attention to a real problem and think critically. For example, when studying the misconceptions of economics, students might be asked to examine a real-world economic problem, such as the effects of inflation on the economy, and to develop a solution based on their research and analysis. This type of problem-based hands-on learning is much more relevant and engaging than simply reading about the case studies in a textbook.
However, IBL does have some limitations when it comes to teaching and learning about some topics. For example, economics is a complex subject that often involves a lot of mathematical models and abstract concepts. While IBL can be a great way to engage students and make learning more relevant, it may not be the best approach for teaching these types of concepts, which often require a more structured, step-by-step approach.
In conclusion, IBL can be a valuable approach to teaching and learning in many contexts, including learning daily economics. By promoting active, problem-oriented student-centered learning, the approach can help students develop critical thinking skills, become more engaged in the learning process, and make connections between the classroom and real-life economic situations. However, it is important to keep in mind the limitations of this approach in teaching complex mathematical modelling in economics.
I hope this post has been helpful in understanding IBL and how it applies to teaching and learning economics. If you have any questions or comments, feel free to share them below.
Hi Ziqi! I was very inspired after reading your blog. I agree that Inquiry-Based Learning can be a powerful tool to promote student-centered learning and engagement. I thought that the Inquiry-Based Learning approach was not appropriate for teaching economics. I think there are a lot of concepts in economics that often require a more structured approach for students to remember. However, your example shows me that not all concepts are like this. inquiry-Based Learning works well with real-life economic situations and encourages students to think critically by directing their attention to real problems.
Hi Ziqi,
This is a well-written and informative post on Inquiry-Based Learning and its application to teaching economics. You clearly explain the key characteristics of IBL, such as its focus on problem-oriented learner-driven exploration, its student-centered approach, and its promotion of active learning. You also provide examples of how IBL aligns with teaching and learning real-life economics and acknowledges its limitations in teaching complex mathematical concepts. Overall, the post provides valuable insights into IBL!
Hi Ziqi! Thank you for sharing your insights into inquiry-based learning. I appreciate that you highlighted some important features of this approach. You also provided a good justification for why this method may not be suitable in your particular context.
You can strengthen your blog by adding some specific teaching strategies/activities associated with this type of learning, as well as some challenges teachers /students may face.
I also wonder what sources did you use to write this blog?