Enquiry-Based Learning: Striking a Balance Between Curiosity and Prior Knowledge

Enquiry-based learning is a pedagogical approach that lies at the heart of many curricula, such as the International Baccalaureate (IB) Primary Years Programme (PYP) and the International Primary Curriculum (IPC). It encourages students to ask questions, explore ideas, and construct their understanding of the world. However, this approach also raises important questions about its effectiveness for all learners, mainly when prior knowledge is limited.

This blog explores the relationship between enquiry-based learning and prior knowledge, highlighting research supporting the need to balance discovery and foundational understanding.

The Promise of Enquiry-Based Learning

The IB describes enquiry-based learning as “a process initiated by the student or teacher that moves the student from their current level of understanding to a new and deeper level of understanding.” Similarly, the IPC champions enquiry to foster curiosity, critical thinking, and engagement with real-world issues. These frameworks emphasise student agency, collaborative learning, and the joy of discovery.

When implemented well, enquiry-based learning can:

• Develop critical thinking and problem-solving skills.
• Foster curiosity and intrinsic motivation.
• Encourage deep exploration of concepts through real-world applications.

The Role of Prior Knowledge

While enquiry-based learning has its place, evidence from educational research underscores the importance of prior knowledge as a foundation for meaningful enquiry. Without this foundation, enquiry can lead to frustration, misconceptions, or superficial engagement.

Key Evidence:

1. John Hattie and Barak Rosenshine:
   • Hattie’s meta-analyses in Visible Learning and Rosenshine’s Principles of Instruction underline the importance of direct instruction and prior knowledge in supporting effective enquiry. Hattie highlights a significant effect size of prior knowledge (d = 0.93) on learning outcomes, showing that students with a solid knowledge base are better equipped to engage in higher-order tasks like enquiry and problem-solving. Similarly, Rosenshine’s meta-study identifies the value of systematically building prior knowledge through techniques such as review, modelling, and scaffolding. He emphasises that enquiry tasks are more successful when students have developed foundational schemas to draw upon. Students with a solid knowledge base are better equipped to engage in higher-order tasks like enquiry and problem-solving.
2. John Sweller:
   • Sweller’s Cognitive Load Theory demonstrates that novices benefit most from explicit instruction because they lack the schemas needed for effective enquiry. Without prior knowledge, the cognitive load of discovery tasks can overwhelm working memory.
3. Paul Kirschner:
   • Kirschner’s research (Why Minimal Guidance During Instruction Does Not Work) argues that enquiry is most effective for expert learners who already possess foundational knowledge. Unguided or minimally guided tasks often result in limited learning or misconceptions for novices.
4. Dylan Wiliam:
   • Wiliam emphasises the role of formative assessment in identifying gaps in prior knowledge. He argues that enquiry cannot succeed if students lack the foundational understanding required to engage meaningfully with open-ended questions.
   • Wiliam emphasises the role of formative assessment in identifying gaps in prior knowledge. He argues that enquiry cannot succeed if students lack the foundational understanding required to engage meaningfully with open-ended questions.

Challenges of Inquiry Without Prior Knowledge

When enquiry is introduced without sufficient preparation, the following challenges can arise:

• Misconceptions: Students may form incorrect ideas when left to explore without sufficient scaffolding.
• Cognitive Overload: Tasks that require students to generate questions, gather data, and draw conclusions simultaneously can overwhelm their working memory.
• Superficial Engagement: Without a knowledge base, students may engage in surface-level exploration that lacks depth or rigour.

Rebuttals and Mitigations from Enquiry-Based Frameworks

The IB and IPC acknowledge the importance of prior knowledge and offer strategies to mitigate these challenges:

1. Frontloading Knowledge: Both the PYP and IPC encourage teachers to provide students with foundational knowledge at the start of a unit. The PYP’s structured enquiry cycle includes phases for tuning in, finding out, and sorting out, which explicitly involve building prior knowledge.
2. Scaffolding and Guidance: The IPC recommends scaffolding enquiry through guided activities, teacher modelling, and collaborative learning before transitioning to independent exploration.
3. Formative Assessment: Both frameworks stress the importance of assessing students’ prior knowledge to identify gaps and tailor instruction accordingly. This ensures students are equipped to engage meaningfully in enquiry tasks.
4. Emphasis on Reflection: Enquiry-based curricula often incorporate reflection as a key component, encouraging students to consolidate their understanding and address misconceptions as they arise.

Balancing Enquiry and Knowledge

To ensure the success of enquiry-based learning, schools must strike a balance between fostering curiosity and building a strong knowledge foundation. Strategies include:

• Integrating Explicit Instruction: Begin enquiry units with explicit teaching of key concepts to establish a foundation for exploration.
• Using Formative Assessment: Regularly assess students’ understanding to identify and address gaps before moving on.
• Designing Scaffolded Prompts: Use guided questions like “What would happen if...?” or “Prove or disprove” to encourage reasoning while providing structure.
• Gradually Increasing Independence: Start with teacher-led enquiry and gradually transition to student-led tasks as knowledge and confidence grow.

Conclusion

Enquiry-based learning has immense potential to inspire curiosity, critical thinking, and a love for learning. However, it must be underpinned by robust prior knowledge to ensure that students can engage deeply and meaningfully with the process. By blending explicit instruction, scaffolding, and formative assessment with opportunities for exploration, teachers can create an environment where enquiry thrives without compromising understanding.

References

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.

International Baccalaureate. (2021). The Primary Years Programme: From principles into practice. Retrieved from https://www.ibo.org.

International Primary Curriculum. (2021). International Primary Curriculum Framework. Retrieved from https://fieldworkeducation.com.