Inquiry-Based learning versus Hands-On Learning.

Throughout the course of my educational journey, I’ve often encountered novice teachers conflating inquiry-based learning with hands-on learning. The majority of them categorize all hands-on pedagogical activities as inquiry-based learning. This stems from a misunderstanding of the differences and commonalities between the two instructional strategies. Hence, there is a need for rigorous identification of each one.

Teachers must realize that inquiry-based learning is a pedagogical approach that has its roots in scientific methods. It urges kids to transform a problem into an investigable question. They then navigate this question by formulating a hypothesis. Next, they gather information and conduct experiments. They collect data and analyze the results. Finally, they evaluate and draw conclusions. This process may be repeated at any point in the investigation process until kids reach a reasonable solution. Afterwards, they communicate their findings to the targeted audience. At each stage of inquiry-based learning, children’s innate curiosity drives them to continuously ask questions. They investigate to construct meaning and satisfy their thirst for knowledge. The investigable problem arises from a daily life observation, a provocative statement, an area of interest, teacher-generated prompts, etc., and hence the type of inquiry differs according to the level of complexity.

On the other hand, hands-on learning refers to any type of learning where students learn by doing. It involves actively participating in the learning process. Yet, in this type of learning, students can be doing their learning without investigating a problem and trying to find its solution. This type of learning involves activities that actively engage kids in the tasks. Examples include working with manipulative, building structures, and doing experiments. It does not necessarily include structured inquiry components.

Moreover, it is crucial to note that the two instructional strategies overlap. Inquiry is a form of hands-on learning in which the learner acts as a scientist. However, during many aspects of hands-on learning, students actively engage in the learning process without wearing the “inquirer hat” by asking “WHY?”, “How?” and “What if?” questions.

I understand the conflict at the level of novice teachers. Both hands-on learning and inquiry-based learning are built on the principle of learning by doing. Now that teachers realize inquiry-based learning has the scientific method at its base, it is easier for them to differentiate. Hands-on learning lacks this foundational connection.

As aforementioned, kids can go through a hands-on activity without having the mind-on part that triggers students’ critical thinking. Thus, inquiry-based learning transcends hands-on learning by empowering students to act like scientists. Still, many teachers are reluctant to embrace inquiry-based learning. There are mainly two factors for this. First, their educational background. These teachers studied with traditional teaching techniques and haven’t experienced inquiry-based learning as students. Second, teachers feel furious at the unexpected questions they face during inquiry-based learning. Some of these questions challenge teachers. In the course of my educational journey, I have encountered many teachers who, directly after being inspired by the inquiry strategy in a particular professional development program, adopted inquiry in their classrooms. Then these same teachers drifted back to the comfort zone of traditional teaching approaches. Here, they were less likely to face unexpected, off-script questions from students. They were more likely to have students controlled by them. But is this what we seek from education?

On the bright side, it is good to mention that many experienced teachers use inquiry-based learning in tandem with hands-on learning. This is a great opportunity for students. The hands-on part plays a significant role in revealing their misconceptions while they investigate the topic at hand.

Finally, the educational system must empower teachers to embrace and integrate inquiry-based learning. Especially “open inquiry,” due to its positive impact on students’ learning.