Inquiry Based Learning

Never Stop the Natural 'Why'?'

The Natural Why

Inquiry Based Learning in OPEDUCA is about the unrelenting question 'Why?'. It is where students in OPEDUCA start with and never let go of again. They further develop this essential aspect of being human, enrich it with skills and competences and keep it in their system for the rest of their lives.
The 'Why' is about the for adults sometimes nerve-wrecking daily practice when dealing with children and youngsters. Giving answers is hard to hold on to. A sight of relief when the awaking mind can be handed to teachers at least for some part of the day. And then? Will the pupil become a student, find itself in a warm bath of answers, discovery and further exploration or will it turn out that the learning for the moment is parked away in a school?

Inquiry Based Learning

Inquiry Based Learning (IBL) in the context of the OPEDUCA-concept sees to learning with a mindset in the momentum of interest and focus (where the inquiry is). The student collects, interprets and assimilates data to information, the mind open to gather, place, interpret and get informed. This learning tuned to the person at the specific moment is entirely different from a school-class in which a teacher tries to meet a multitude of mindsets with a single instruction addressing a sole issue. As the term tells, IBL is about learning and should not be regarded a teaching approach. It is not a minimally guided instruction as it requires teachers and educators to guide but not channel students’ learning.

As observed in practice, such requires open questioning by informed educators, critical thinking and a continuous exchange of the learner also with herself. Teachers’ instruction does not rest in the core of the process but is a complementary source. IBL focusses on the conditions and basic ability of the students to formulate good questions, identify and collect appropriate evidence, present results systematically, analyse and interpret these, formulate conclusions and evaluate their value (Lee, 2004).

Although literature mentions that differences in the amount of guidance lead to distinctions between structured inquiry, guided inquiry and open inquiry (Biggers & Forbes, 2012; Chinn & Malhotra, 2002; Kuhn et al., 2000), I argue only open inquiry meets the intention and quality of IBL. This since moreover since ‘structured’ and ‘guided’ variations eventually offer room for teachers to escape to pure instruction.

Inquiry Based Learning put to Practice

through the OPEDUCA-instruments

Flight for Knowledge

In Flight for Knowledge students jointly develop so called 'Fields of Knowledge' in which they systematically collect and underpin the variety of elements and aspects a future defining theme comprises - a process based on a continuous questioning of what is sought, observed, understood.


Complimentary to Flight for Knowledge, in BusinessClass construct a future relevant businesscase by addressing product, service, production, marketing, consumerism, etc. by thoroughly questioning each and every aspect, eventually generating complex and detailed understanding of sustainable consumption & production.

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