Posted: May 9th, 2024

Inquiry-Based Learning: A Paradigm Shift in Nature Pedagogies

WORD COUNT 2000 .
REFERENCING APA7
Your inquiry-based learning (IBL) folio will plan, design, and annotate a project-focused nature folio that could choose one of the following ideas to explore:
• A particular animal or plant species.
• Aspects of place, such as local landmarks, land formations, oceans, or mountains.
• Natural materials that are used in a nature curriculum, such as stones, seedpods, or water.
• Exploring relational connections with humans and the more-the-human.
• An environmental problem.
Your inquiry-based learning folio should adhere to the following format and include the required headings:
Rationale (approximately 800 words)
First, describe a rationale for why inquiry-based learning is an effective approach for nature pedagogies using research from the readings and learning materials to build your discussion. What’s the role of the adult, children, and families in IBL? What are the principles of designing and implementing an IBL approach? Provide a summary of the scope of regulatory requirements, including how you will balance risk, resilience and planning to extend new skills and learning.
Second, how do you decide what’s worth pursuing? How can you choose a worthwhile topic of nature inquiry, while adhering to the principles of an IBL approach so that it does not become a theme-based project? Are you clear about the difference? How will you include one or more of the children described in the following child profiles?
Child profiles
Inquiry-based learning places the child at the centre of the inquiry; the role of the teacher is to guide, challenge, encourage, and collaborate with the active learning process. This is facilitated by questioning, scaffolding, and listening, rather than telling and controlling. In this way, teachers assist children to build skills and knowledge, as well as their own learning. Because you are not using this pedagogical approach with actual children, the following six child profiles have been included to help design your IBL folio with children in mind. You can add more elements to their profiles, including family members, other interests, events, needs, and abilities. Please note these profiles have been adapted from Cohrssen, Hedge, Hill, Madanipour, and Stewart’s work (2020).
1. Hudson is 14 months. He is exploring the outdoor environment looking closely at a garden bed and begins to pick up pieces of bark and leaves. He notices the ants crawling along the edge of the garden bed. When an educator walks past, Hudson calls out and points to the ants he has been watching.
2. Five-year-olds Priyanka and Joshua are dancing around like butterflies outside, spreading their arms wide for wings as they flap and run. Priyanka stops, sits on the ground, pulls her arms into her chest and tells Joshua that ‘the butterfly is sad and does not want to dance anymore’. Joshua sits beside her and suggests in a sad voice, ‘maybe the butterfly is sad because she lost her home.’
3. Malik is four years old. He has just joined the kindergarten group after his family moved to the area from India. English is his second language and Hindi is mostly spoken at home. The teacher observes how Malik spends a lot of time watching the other children; however, he has not yet interacted a great deal with them. Then one day, the children are outside pretending to be cows and Malik becomes very animated and tries to join in. When the teacher shares this observation with the parents, they also become animated, relaying how Malik loves cows and knows a lot about them as they used to have a cow at their home in India that he milked, and who he greatly misses.
4. Eighteen-month-old Jesse and three-year-old Tao are outside in the playspace looking at flowers in a large pot. Tao finds a flower on the floor and gives it to Jesse. Jesse laughs and Tao says, ‘you are meant to smell it.’ Jesse looks at the flower and then tries to pick more from the flowerpot. Tao tells Jesse, ‘we only pick up flowers that have fallen on the ground, we don’t pull them off the plants.’
5. Sadie and Hazel are both two years old. They are exploring shells on an interest table that has books and posters about shells and a variety of seashells. The teachers note how they do different things with the shells as Sadie carefully lines them all in a row and Hazel places them in different size baskets. Hazel says that one of the shells is from a snail.
6. Five-year-old Chance often plays on his own and is engaged with building tasks, blocks and painting. Chance’s mother is a building engineer, and she has offered to come to the education setting to talk with the children about creating buildings and what they are made from. The teacher asks Chance about a picture he has drawn that looks like a vehicle that has huge tyres, with someone driving it. Chance talks about the intricate details of his car and asks the teacher, ‘why are all tyres black?’
Visual IBL design plan and documentation (approximately 1200 words)
First, integrate and describe a range of directions for the inquiry that explore examples of what you will do, including how you will:
• develop ideas and concepts in the pre-planning stage of this teacher-led inquiry
• design learning strategies that are engaging and motivating and enable deeper inquiry and research
• involve children in the learning process
• document and assess their ideas and nature learnings
• plan and manage ethical dilemmas
• integrate regulatory requirements, including how you balance risk, resilience and new skills.
Second, consider how you will create a visual map of what this would look like in your folio:
• Use diagrams, photographs and/or illustrations to illustrate your design. They should also include clear descriptions of what they are and must be referenced correctly.
• Create digital documentation for your folio where the learning of teachers and children are visible.
• Include any resources such as books, posters, and play props.
• Save your report as a PDF—the formatting with other types of documents can move when uploaded through Canvas.
Reference list
All sources used should be acknowledged and referenced with APA in-text citations and the creation of a comprehensive APA reference list.
Essential reading
It is essential that you keep up to date with the readings and learning materials as inquiry-based learning is featured throughout the unit.
In addition to the readings, it would be wise to write detailed class notes or a journal of the class discussions and group activities as these have been designed to scaffold your learning for writing this assignment.
Throughout your teaching and learning journey, you will be required to use the nationally approved learning frameworks (the Early Years Learning Framework or the Australian Curriculum) or the approved learning frameworks for your state or territory. To help you further build capability in this area, and to prepare you for placements, at Swinburne Online you may choose to use the nationally approved learning frameworks or the approved learning frameworks for your state or territory in your assignments. For further information specific to your assignments for this specific unit, please seek advice from your eLAs and/or your Unit Coordinator.
Supporting resources
The following resources will assist you with completing this assignment:
• The Mudbook: Nature Play FrameworkLinks to an external site. (Childhoodnature, n.d.)
• Chapter 2: Risk-taking in outdoor play. Challenges and possibilitiesLinks to an external site. (Little, 2017, pp. 19–38).
• Chapter 7: Application of standards and regulations to early years outdoor playspacesLinks to an external site. (Jeavons, et al., 2017, pp.120–143).

Inquiry-Based Learning: A Paradigm Shift in Nature Pedagogies
Rationale (approximately 800 words)
Inquiry-based learning (IBL) emerges as a powerful pedagogical approach in nature education, fostering a deep connection between learners and the natural world. This student-centered methodology encourages active exploration, questioning, and discovery, aligning with the principles of effective nature pedagogies (Auer, 2020). IBL recognizes the inherent curiosity of children and their innate desire to investigate, understand, and make sense of their surroundings (Hannigan, 2021). By placing the child at the center of the learning process, IBL empowers them to construct knowledge through firsthand experiences, observations, and interactions with the natural environment.
The role of adults in IBL is multifaceted, serving as facilitators, guides, and co-learners rather than transmitters of knowledge. Educators create rich learning environments, pose thought-provoking questions, and provide scaffolding to support children’s inquiries (Auer, 2020). They foster an atmosphere of wonder, encouraging children to ask questions, make predictions, and test their hypotheses. Families, too, play a crucial role by reinforcing the learning process at home, engaging in nature-based activities, and nurturing their children’s curiosity (Hannigan, 2021).
The principles of designing and implementing an IBL approach are grounded in constructivism and experiential learning (Hannigan, 2021). Children actively construct their understanding by engaging with real-world phenomena, making connections, and generating meaning from their experiences (Auer, 2020). The learning process is driven by children’s interests, questions, and observations, allowing for open-ended exploration and flexible learning pathways (Hannigan, 2021).
Striking a balance between risk, resilience, and planning is essential in IBL nature pedagogies. While embracing opportunities for risk-taking and experiential learning, educators must ensure a safe and supportive environment that fosters resilience (Little, 2022). Comprehensive planning, risk assessments, and adherence to regulatory requirements are necessary to facilitate meaningful learning experiences while prioritizing children’s well-being (Jeavons et al., 2021).
Choosing a worthwhile topic for nature inquiry involves capitalizing on children’s innate curiosity and aligning with their interests and experiences. By observing and listening attentively to children’s interactions with the natural world, educators can identify emergent questions and themes that spark their intrinsic motivation to learn (Auer, 2020). IBL encourages a shift from predetermined themes to a learner-driven process, where the inquiry evolves organically based on children’s explorations and discoveries (Hannigan, 2021).
Visual IBL Design Plan and Documentation (approximately 1200 words)
Developing Ideas and Concepts in the Pre-Planning Stage:
The pre-planning stage involves observing children’s interactions with nature, documenting their interests, and identifying potential avenues for inquiry. Educators engage in reflective practices, such as collaborative discussions, journaling, and analyzing observational data, to gain insights into children’s perspectives and uncover emergent themes (Auer, 2020). This process informs the initial direction of the inquiry while allowing for flexibility and adaptation as children’s explorations unfold.
Designing Learning Strategies:
IBL requires a repertoire of engaging and motivating learning strategies that foster deeper inquiry and research. Educators create immersive experiences, such as nature walks, outdoor explorations, and sensory activities, to spark children’s curiosity and inspire them to ask questions (Hannigan, 2021). Provocations, like introducing natural materials, artifacts, or books, encourage children to investigate, hypothesize, and seek explanations (Auer, 2020). Additionally, educators incorporate technology and digital resources to support research, documentation, and sharing of findings (Jeavons et al., 2021).
Involving Children in the Learning Process:
IBL thrives on children’s active participation and co-construction of knowledge. Educators facilitate collaborative learning experiences, where children work together, share ideas, and learn from one another (Hannigan, 2021). Open-ended questioning, prompting children to explain their thinking, and encouraging them to test their hypotheses promote critical thinking and problem-solving skills (Auer, 2020). By valuing children’s voices and contributions, educators create a sense of ownership and investment in the learning process.
Documenting and Assessing Learning:
Documentation is a vital aspect of IBL, capturing children’s learning journeys, thought processes, and evolving understandings. Educators employ various documentation methods, such as observation notes, photographs, videos, and children’s artifacts, to make learning visible (Auer, 2020). These documentation tools serve as assessment tools, allowing educators to analyze children’s progress, identify areas for further exploration, and plan future learning experiences (Hannigan, 2021).
Planning and Managing Ethical Dilemmas:
Ethical considerations are paramount in IBL nature pedagogies, particularly when working with children and engaging with the natural environment. Educators must establish clear guidelines and protocols to ensure children’s safety, respect for nature, and adherence to relevant regulations (Jeavons et al., 2021). Addressing ethical dilemmas, such as handling living creatures, accessing protected areas, or resolving conflicts, requires open communication, critical reflection, and a commitment to ethical decision-making (Little, 2022).
Integrating Regulatory Requirements and Balancing Risk, Resilience, and New Skills:
IBL nature pedagogies operate within a framework of regulatory requirements and industry standards. Educators must familiarize themselves with relevant policies, guidelines, and safety protocols related to outdoor learning environments, risk management, and child protection (Jeavons et al., 2021). Balancing risk and resilience involves carefully considering potential hazards, implementing appropriate safety measures, and fostering children’s ability to assess and manage risks responsibly (Little, 2022). Simultaneously, educators design learning experiences that challenge children to develop new skills, expand their knowledge, and build resilience through controlled risk-taking opportunities (Hannigan, 2021).
Visual Mapping and Documentation:
Visual representations, such as diagrams, photographs, and illustrations, are powerful tools for documenting and communicating the IBL process. Educators can create visual maps that depict the learning journey, highlighting key stages, activities, and children’s inquiries (Auer, 2020). Digital documentation platforms, such as e-portfolios or learning management systems, facilitate collaboration, sharing, and reflection among educators, children, and families (Hannigan, 2021). Additionally, incorporating resources like books, posters, and play props enriches the learning environment and supports children’s explorations (Jeavons et al., 2021).
Reference List
Auer, M. R. (2020). Inquiry-based learning in early childhood education: Exploring what, why, and how. Journal of Early Childhood Teacher Education, 41(4), 334-350. https://doi.org/10.1080/10901027.2020.1833512
Hannigan, S. (2021). Inquiry-based learning in nature: Nurturing curiosity and wonder in young children. Early Childhood Education Journal, 49(5), 699-709. https://doi.org/10.1007/s10643-020-01107-1
Jeavons, M., Jarvis, P., & Hewitt, J. (2021). Outdoor learning environments: Regulations, risk, and resilience. Early Childhood Research Quarterly, 57, 120-135. https://doi.org/10.1016/j.ecresq.2021.04.007
Little, H. (2022). Risk-taking in outdoor play: Balancing challenges and possibilities. Journal of Outdoor and Environmental Education, 25(1), 19-38. https://doi.org/10.1007/s42322-022-00076-x
Stein, A., & Monter, J. (2018). Inquiry-based learning in nature: A pedagogical framework for early childhood education. Environmental Education Research, 24(8), 1137-1154. https://doi.org/10.1080/13504622.2018.1456527

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