Introduction
Inquiry learning is an essential parameter in the context of pedagogical approaches. It is based on encouraging students to develop themselves and acquire unique skills. Inquiry learning is an educational approach that actively explores data to form dissenting opinions. Critical thinking and more profound understanding students gain through research can boost intellectual ability (NSW Government, 2015). Finding information and analyzing it is a much more progressive way of working that can improve cognitive abilities. In this regard, the rationale for the benefits of this type of training in the geographical and historical classes can be considered.
Importance of Inquiry Learning
The theoretical foundations of Inquiry learning are based on different bases, mainly constructivist and social constructivist. They emphasize that knowledge can and should be created by the students themselves. Thus, for example, in the historical orientation of education, students can gain valuable experience analyzing events (NSW Government, 2012). They receive information not directly from the teacher but by processing facts themselves.
Dewey and Vygotsky’s theories about HSIE are designed to help students better navigate the subject (Carroll, 2020). The theory developed by the authors focuses on the fact that Inquiry learning can help improve people’s cognitive abilities. In the context of HSIE, students can personally measure geographic and historical data to understand better the socio-cultural aspects surrounding them.
K–10 The NSW Curriculum Framework emphasizes the importance of inquiry learning as an element of building a lifelong learning structure. Thus, students will be able to move seamlessly from different stages to the next in a way that maintains the dynamics of learning (Attard et al., 2021). The usefulness of an exploratory learning system stems from its ability to develop critical thinking. It is paramount as it allows students to adapt the materials they receive (Burridge, 2019). Moreover, accumulating knowledge and skills in continuous learning contributes to a more profound content study.
Inquiry learning can be helpful in the overall development of people in the context of HSIE learning, as successful and productive Australian students must develop the critical thinking and memory skills that matter most. They can combine some learning tasks that correlate with the principles of Inquiry Learning (Hesterman & Targowska, 2020). Students will be able to become valuable specialists in later life, which will open up additional career opportunities for them (Owen, 2019). Creativity and adaptability are best developed in students using Inquiry Learning to study geography and history. Their analysis will allow them to find a unique approach to consider any topic.
Conclusion
In conclusion, inquiry-based pedagogy allows people to improve their skills in gaining new data. This happens through the analysis they will have to make, allowing them to consider historical events and geographical sciences in a complex way. HSIE is a field where self-study plays a vital role as it can help people understand how they are connected to their past or how geographic determinants affect their daily lives.
References
Attard, C., Berger, N., & Mackenzie, E. (2021). The positive influence of inquiry-based learning teacher professional learning and industry partnerships on student engagement with STEM. Frontiers in Education, 6. Web.
Burridge, N. (2019). Teaching for a just world: Social justice and human rights perspectives across the curriculum. In Gleeson, J. & Goldburg, P. (Eds.). Faith-based identity and curriculum in Catholic Schools, 98-112. Routledge. Web.
Carroll, K. (2020). Exploring historical consciousness with Australian school children. Historical Encounters, 33-47. Web.
Hesterman, S., & Targowska, A. (2020). The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners. Australasian Journal of Early Childhood, 45(1), 30-42. Web.
NSW Government. (2012). History K–10 Syllabus. Web.
NSW Government. (2015). Geography K–10 Syllabus. Web.
Owen, S. (2019). Contesting inquiry to preserve history. Professional Educator, 20(1), 32-35. Web.
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