Page 171 - International Perspectives on Effective Teaching and Learning in Digital Education

Using Inquiry-Based Learning for Developing University Students’ Digital Skills

Model are Engagement, Exploration, Explanation, Elaboration, and Evalua-
tion (Bybee et al., 6).
The main purpose of the engagement phase is to capture students’ in-
terest and stimulate their curiosity. The teacher introduces a topic, often
through a thought-provoking question, demonstration, or scenario that
connects to students’ prior knowledge. This phase aims to elicit students’
preconceptions and encourage them to ask questions or express predic-
tions about the concept they will explore. In the exploration phase, students
actively investigate the concept or problem through hands-on activities or
experimentation. This is where inquiry-based learning occurs, as students
experiment, collect data, and build a foundation of understanding based
on their observations. The teacher acts as a facilitator, guiding students as
they explore but allowing them to investigate freely and make discoveries
on their own. The explanation stage involves direct instruction and reflec-
tion, where students articulate their findings and teachers introduce for-
mal concepts and terminology. This phase allows students to clarify their
understanding by connecting their exploratory experiences to scientific
principles or subject-specific content. Students may present their results,
discuss their findings, and begin to understand how the concepts fit into a
broader framework of knowledge. During the elaboration stage, students
extend and deepen their understanding by applying their newly learned
concepts to new situations or more complex problems. This helps solidify
their knowledge and reinforces the relevance of the material. Teachers may
present additional scenarios, problems, or challenges that require students
to apply their learning in different or more advanced contexts. The last
stage, evaluation, focuses on assessing students’ understanding and learn-
ing progress. Both teachers and students engage in reflection on what has
been learnt, and teachers use assessments – formal or informal – to gauge
comprehension. Students may also self-assess their learning or demon-
strate their understanding through projects, presentations, or discussions
(Bybee et al., 6).
The 5E model allows students to construct their understanding by mak-
ing connections between their prior knowledge and new experiences. By
guiding learners through a systematic process of inquiry, the 5E model not
only helps build deep, conceptual understanding but also fosters critical
thinking, problem-solving, and the ability to apply knowledge in various
contexts.

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