ERIC Number: EJ1191725
Record Type: Journal
Publication Date: 2018-Oct
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EISSN: N/A
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review
Khalaf, Bilal Khalid; Mohammed Zin, Zuhana Bt
International Journal of Instruction, v11 n4 p545-564 Oct 2018
Learning methodologies have been studied extensively for more than five decades. While traditional learning model was previously dominant method in the field of learning, the early 1970s saw a wide range of reforms in educational fields supported by new technologies that facilitate the change from a teacher to a student-centred model. However, these reforms are still limited regarding efficiency. This study constitutes a systematic and critical review of the two dominant learning models, traditional and inquiry-based learning. While, traditional learning is supposed to increase learners' outcomes and keeps them active during the learning process, it has been widely asserted that inquiry-based learning increases learners' knowledge and skills. This review is based on forty-three empirical studies reported in the literature between 2002 and 2017. It identified a number of important drawbacks to both traditional and inquiry-based learning in the previous works. This review had analysed and evaluated critically the advantages and disadvantages of both learning methods. A gap was found between the current learning methods and the expectations of our educational systems in developing learner's knowledge and skills. Thus, this review concludes that a new pedagogical design is necessary to emphasises the advantages and negates disadvantages of both learning models.
Descriptors: Conventional Instruction, Active Learning, Inquiry, Models, Educational Change, Outcomes of Education, Instruction, Learning Processes, Self Esteem
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A