Blog Post #2

Inquiry-based learning is an educational approach that shifts the focus from “what to think” to “how to think”, which encourages students to engage in problem-solving through exploration and high-level questioning. Rooted in constructivism, this method views learning as a dynamic, social process where learners base their learning on their prior knowledge and interactions.

Inquiry-based learning leads with “investigable” questions that spark a desire to explore. From there, learners prioritize empirical evidence to build their own explanations and results. This deep level of thinking prioritizes the students overall understanding, asking them to justify their opinions and compare results against peer findings or advanced scientific knowledge (Qablan, 2024). Although this type of learning can be applied to any subject, I find it is particularly useful on topics that are complex in nature, which leads to conversation and deep, meaningful contributions. Topics that involve critical thinking, problem solving, and link learning to real life context allows students to explore relevant topics to them, and fosters a more profound understanding of concepts. (Qablan, 2024)

Inquiry is often implemented through structured models such as:

• The 5E Instructional Model: A cyclical process involving Engagement, Exploration, Explanation, Elaboration, and Evaluation.
• The Engineering Design Process (EDP): A project-based strategy where teams move through phases of Asking, Researching, Imagining, Planning, Creating, Testing, and Improving.

This approach aligns perfectly with our topic of Project Evaluation. Financial modeling is an inherently investigative topic. In this learning module, students must observe and ask questions about economic phenomena, all the while using tools such as learning management systems and Microsoft Excel as a tool to interpret data and communicate results.

• The “What If” Inquiry: In our resource, students don’t just learn formulas. They investigate causal questions, such as how varying depreciation methods or interest rates impact a project’s Net Present Value (NPV).
• Evidence-Based Decisions: Students prioritize evidence such as forecasted cash flows to formulate and justify their economic explanations.
• Technological Non-Neutrality: Our design choice to use Excel is not neutral. As a “technology-mediated environment,” Excel acts as a readily-available and applicable platform for providing rapid testing of questions and data points taught in order to perceive real-world scenarios.

The instructor functions as a guide and facilitator, allowing students to co-create the learning environment through group dialogue and evidence-based investigation. Their role is to provide regular feedback necessary for students to learn from their mistakes and solve authentic problems, such as core economic concepts and excel formulas. This way, students can investigate financial problems and use empirical evidence to build their own explanations, rather than receiving predetermined answers.

Inquiry-based learning fosters critical thinking, creativity, and deeper comprehension of complex topics. This transformation ensures that students become independent learners who are not just competent in software, but confident in their ability to navigate the very complex financial landscape.

References

• Kwantlen Polytechnic University (KPU). (n.d.). Inquiry-based learning. WordPress. https://wordpress.kpu.ca/inquiry-based-learning/
• Qablan, A., Alkaabi, A., Aljanahi, M. H., & Almaamari, S. A. (2024). Inquiry-Based Learning: Encouraging Exploration and Curiosity in the Classroom. IGI Global.
• Bybee, R., Taylor, J., Gardner, A., Scotter, P., Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS5E instructional model: Origins and effectiveness. BSCS.