Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct

ABSTRACT

Inquiry-based instruction is an important teaching strategy in science education that can be implemented to achieve different learning goals (e.g. the learning of science content or of inquiry skills and strategies). Inquiry-based instruction is often combined with guidance attempting to assist students to effectively engage in inquiry activities and, through this engagement, reach the intended goals. In recent research, the type and amount of guidance needed to foster student’s learninghas received considerable attention. One challenge in interpreting the results of this line of research is the manifold meanings of the term ‘guidance’ and its implementation in inquiry-based instruction. Moreover, the effectiveness of a particular type and amount of guidance may also depend on the learning goal that is to be achieved. In this paper, we draw on existing research and theoretical considerations in attempting to disentangle three major dimensions in which the implementation of guidance may vary: (a) the degree of autonomy, (b) the degree of conceptual information, and (c) the cognitive domain of guidance. We discuss how these dimensions can be used to capture and systemise fidings of existing studies as well as to infer desiderata for further research on the role of guidance in inquiry-based instruction.

KEYWORDS:

• Inquiry-based instruction
• guidance
• autonomy
• instructional support
• framework

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Andreas Vorholzer http://orcid.org/0000-0002-0915-2516

Claudia von Aufschnaiter http://orcid.org/0000-0002-6522-7084

Notes

1 Other more general cognitive domains such as reading and writing, logical thinking may also be relevant for engaging successfully in inquiry, but are beyond the scope of the paper.

Additional information

Funding

This work has been funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) - grant number AU 155/11-1.