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John Dewey and his contribution to Inquiry-Based Learning as an Instructional Design Approach

“Education is not preparation for life; education is life itself” John Dewey. On October 20, 1859, John Dewey was born to Archibald Dewey, a merchant, and Lucina Rich Dewey in Burlington, Vermont, and was the third of four sons. Dewey grew up in Burlington and was raised in the Congregationalist Church. He attended public schools where he studied Latin and Greek in high school and entered the University of Vermont at age 15 under the tutelage of H. Torrey in 1879. He earned a bachelor's degree from the University of Vermont and a doctorate in philosophy from Johns Hopkins University in 1884.

Dewey began teaching at a seminary in Oil City, Pennsylvania, where he worked for two (2) years. After this, he returned to Vermont, where he taught in private schools and read philosophical books recreationally. After receiving his doctorate, he began teaching philosophy and psychology at the University of Michigan. While in Michigan, he met Harriet Chipman, and they got married in 1886. Their union produced six (6) children, and they adopted one (1) child. His wife passed in 1927, and he remarried at age eighty (80) to Roberta Grant. Dewey later died of pneumonia in New York City on June 1, 1952. He spent his lifetime working as an American Philosopher and Educator. While reading philosophy books, he became interested in experimental psychology emerging in the US. Additional study of child psychology prompted him to develop a philosophy of education that met the needs of the then-changing. Society. Dewey joined the philosophy faculty at the University of Chicago in 1894, where he further developed his progressive pedagogy. He was instrumental in founding the University of Chicago Laboratory Schools, where he put his educational theories into practice, influencing students' learning. A few years later, he left Chicago for Columbia University, where he became a professor and spent most of his career. While there, he wrote his famous philosophical work Experience and Nature (1925). John Dewey was a prolific writer, having published more than a thousand (1000) essays, articles, and books in his 65-year career. He wrote on various subjects such as democracy, religion, art, culture, nature, philosophy, and ethics. However, his most significant achievement was transforming schools by connecting students to real-life situations and fostering critical thinking and idealism. Today, there are many John Dewey quotes that are used in education globally.

Dewey's writings shared the common belief that a democratic society comprised of informed and engaged individuals was the best way to promote human interests. He worked at Columbia University from 1904 to 1930, after which he retired. It is worth noting that Dewey served as the president of the American Psychological Association in 1899 for one year and the American Philosophical Association in 1905. To develop and materialize his philosophical systems, he first exposed what he perceived as flaws or shortcomings in the current system. According to Dewey, the hallmark of contemporary philosophy is its claim to truth. Rather than existing as an unchanging, perfect, and eternal source of reality, this philosophy recognizes that all things are subject to change and impermanence. Dewey firmly rejected any notion of a duality between being and experience, instead arguing that the two are inextricably linked. He believed that a philosophy of nature that fails to embrace this dynamic nature needs to be revised and improved. Furthermore, he thought that experience is entirely subjective because the human mind is one with nature. Dewey advocated that human experiences are the outcomes of various interacting processes and worldly events. Therefore, he underscored that the challenges of human life are how to live with these changes and not transcend them.

As a result, he developed a metaphysics approach that examined characteristics of nature that consist of human experiences. Traditional philosophers have either ignored or misrepresented this idea. The factors discussed were precarious, histories, and ends, essentially the focus of his philosophical project. Precarious essentially focused on how an ongoing experience can become problematic. Therefore, disruptions, dangers, obstacles, or surprises were considered precarious. However, he purported that human knowledge is interconnected with precariousness, which constantly changes with nature. Histories, however, he argued that it changes and does not denote a lack of continuity. Dewey firmly believed that history is a constantly changing process with a clear outcome. As such, it is necessary to identify the constituent processes of history, modify them as required, and secure the resulting work. In his proposal, he argued that fate is not solely determined by human nature, temperament, character, talent, or social role. He suggested that various factors, including personal choices, opportunities, environment, and chance occurrences, determine an individual's fate. His perspective challenges the deterministic view that one's life path is predetermined and emphasizes the agency and potential for self-determination. Therefore, he was deeply concerned with developing a philosophy of education that would help individuals shape their lives. Dewey's focus was on intentionally constructing an outcome for history. From the mid-19th century to the early 20th century, John Dewey joined and guided American pragmatism. Dewey was a crucial figure in the development of the school of pragmatism. Dewey was deeply fascinated by the rapid advancements in science and technology during his lifetime, which significantly impacted his philosophical views. His principles were deeply rooted in the scientific method, and he believed that acquiring knowledge is only possible through rigorous experimentation and keen observation. Dewey's work continues to be widely studied and applied in education, psychology, and philosophy. He, along with other pragmatists, recognized the significance of empirical research and experimentation in understanding the world around us. This early emphasis on experimental inquiry became a central theme in the pragmatist movement. It aimed to narrow the divide between theoretical knowledge and practical application and to promote practical problem-solving as a means of improving society. Dewey's ideas on experiential learning and his belief in the importance of education as a tool for social change continue to influence modern education and philosophy. Instrumentalism was Dewey’s specific view of pragmatism, and it focused on knowledge outcomes that are discerned from connections between events and processes of change. Active participation is required for inquiry processes.

Inquiry-based learning is cemented in Dewey’s philosophy, which emphasizes that education begins with the inquisitiveness of the learner and that learning and researching are correlated activities. Essentially, it focuses on the cognitive processes. This learning approach is defined as a student-centered active learning approach that requires students to participate in the whole research process. This process starts with presenting a question, problem, or situation that differs from the traditional educational system, which is generally teacher-centered. Dewey believed that questioners should identify and investigate issues and gain additional knowledge and insight by asking questions and developing possible and plausible solutions. This learning approach involves problem-based learning and is used as an instructional tool for research, investigative reports, and projects.

This teaching approach became prominent in the 1960s as a response to traditional instructional forms that encouraged memorization and rote learning and occurred during the discovery learning advancement. The foundation of this theory is grounded in constructivism, where the work of Dewey, Vygotsky, Piaget, Freire, and others was highlighted and is considered a constructivist philosophy. Constructivism argues that creating information and getting meaning based on personal or societal experiences. The experiential learning pedagogy comprises the learner’s participation within personal and real-life contextual environments that allow the learner to make meaning from it. There is a strong correlation between inquiry and experiential learning, as both utilize questioning to investigate content and collaborate in constructing meaning. As such, inquiry can be conducted through experiential learning. These meanings are usually derived from the experience and can be concluded individually or within a group. A facilitator and not a teacher usually hosts these instructional classes. Inquiry was divided into four (4) different levels in the 1960s, with Joseph Schwab as the key individual of this, and was subsequently formalized by Marshall Herron in 1971. Since then, inquiry-based learning has evolved in many ways and has taken on various forms.

The characteristics of inquiry-based learning are specific, and the processes facilitate the learner creating their questions, finding supporting evidence in response to those questions, describing said evidence and connecting it to the findings, and an explanation from the research process mounting arguments and justifying them. Inquiry-based learning involves developing questions, noting observations, conducting research, developing experimental methods, and constructing equipment for data collection. Additionally, a detailed outline of possible explanations and future predictions for research should also be made. The four (4) levels of inquiry-based learning are confirmation, structured, guided, and open/true inquiry. Several science instructors, including John Dewey, developed open learning.

Researchers over the years have had a lot to say about the work of John Dewey’s inquiry-based learning. In educational research, inquiry-based learning is considered the cornerstone of progressive education and has gained significant attention. This approach emphasizes active student engagement in the learning process through questioning, investigation, and problem-solving. Research indicates that Dewey's approach effectively promotes critical thinking, problem-solving skills, and student motivation. Consistently, the benefits of inquiry-based learning have demonstrated its efficacy in improving student outcomes. Research conducted by Hattie in 2009 revealed that inquiry-based teaching methods have been found to have a significant positive impact on student achievement. This approach to learning motivates students to ask questions, explore topics, and construct their understanding, which fosters more profound learning and retention (Banchi & Bell, 2008). Inquiry-based projects not only facilitate learning but also promote communication and collaboration skills among students. Blumenfeld and his colleagues conducted a study in 1991 to examine the impact of inquiry-based projects on students' communication and teamwork skills. The education department has reported that the study revealed a significant improvement in these skills among students who participated in such projects. This highlights the potential of inquiry-based learning as a practical approach to fostering essential skills in students beyond traditional classroom instruction. This was evident in their ability to engage in constructive discussions, effectively convey their ideas and opinions, and work collaboratively with their peers toward achieving their common goals. The study further suggests that inquiry-based learning can be a practical approach to developing these essential skills in students, which can be beneficial for their academic and professional growth in the long run. According to Windschitl and Andre's study in 1998, inquiry-based methods have been proven to enhance students' problem-solving abilities.

Dewey's emphasis on practical applications is closely linked with research on contextual and authentic learning. Bransford et al. (1999) have suggested that contextual learning, which forms the foundation of Dewey's philosophy, can help students transfer their knowledge to new situations more effectively. Nevertheless, the successful implementation of inquiry-based learning often hinges on the expertise and resources of teachers (NRC, 2000). Therefore, mastering the intricacies of this approach is crucial for educators, and effective professional development plays a vital role in achieving this goal. (Fishman et al., 2003). Research shows that inquiry-based learning requires scaffolding and guidance to support student's cognitive demands. (Van Meter et al., 2014). In conclusion, the research shows that John Dewey's inquiry-based learning approach offers significant benefits to students, including improved learning outcomes, critical thinking skills, problem-solving abilities, and motivation. However, effectively implementing this approach requires proper teacher training and support. Dewey's ideas remain relevant in modern education as they align with the contemporary demand for more student-centered and authentic learning experiences. His contributions have left an enduring educational legacy, inspiring generations of educators to prioritize active student engagement, critical thinking, and real-life relevance in their teaching practices. His philosophy has transformed how we approach teaching and learning, with research indicating that Dewey's approach leads to improved student outcomes. The impact of Dewey's ideas highlights the importance of fostering inquisitiveness, problem-solving skills, and independent thinking in education, creating a lasting influence on educational practices worldwide.

References Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46 (2), 26-29.

Blumenfeld, P., Soloway, E., Marx, et al. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3-4), 369-398.

Bransford, J., Brown, A., et al. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.

Cherry, K. (2023, July 25). Biography of John Dewey: Philosopher and Educator. Dotdash Meredith Publishing Family.

Cross Teaching. (n.d.). Inquiry-based learning. https://crossteaching.org/research/research-inquiry-based-learning/#:~:text=Inquiry%2Dbased%20learning%20is%20grounded,are%20focused%20on%20cognitive%20processes.

Fishman, B., Penuel, W., et al. (2003). Design and Implementation of an Online Professional Development Environment for Inquiry-Based Science. Educational Research and Development, 51 (3), 51–73.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Academies Press.

Thayer, H. (n.d.). Pragmatism philosophy. Britannica. https://www.britannica.com/topic/pragmatism-philosophy

Van Meter, P., Yokoi, L., (2014). College-educated adults’ self-regulated learning: An aptitude-by-treatment interaction experiment. Journal of Educational Psychology, 106 (2), 581-599.

Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal Research in Science Teaching, 35 (2), 145-160.