‘Tell me and I forget, show me and I may remember, involve me and I will understand’ (Crombie, 2014)

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The quote above by Benjamin Franklin encapsulates the essence and purpose behind Inquiry Based learning from which my understandings and discoveries have grown. The last phrase portrays the foundation of Inquiry. Creating meaningful experiences that the learner drives with critical questioning, collaboration and involvement in the process which lead to deeper understanding and discoveries that are adaptable to other areas of life (Elliot, 2004). Inquiry allows for the learner to begin the learning journey based on their prior understandings, leading to questions of wonder and curiosity (Murdoch, 2015).

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The inquiry approach can be used to shape learning in Christian Studies allowing for students to be engaged in the process of questioning the nature of God and developing deeper understanding s to generate innovative ideas that help develop religious literacy (Elliot, 2004). This gives students opportunities the engage and make sense of religious traditions, beliefs and practices while their background, opinions, experiences and prior knowledge is supported and built upon (Christian Studies Curriculum Framework [CSCF] p.9 & Elliott, 2004). Students are given opportunities to reflect by thinking critically, challenging their ideas and asking questions to develop their understanding. As a teacher in an inquiry approach for Christian Studies, it allows for a discovery of aspects of the bible together with students and a mutual understanding that there can be complex aspects and when we don’t know the answer, where and how to find that with reliable sources.

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Throughout the EQUIP session and my personal research a few aspects and questions arose that I will continue to discover regarding how to fully implement the inquiry process into teaching Christians Studies. The question of how you use an inquiry approach in Christian Studies and still ensure that the required concepts are covered? How do you provide enough scaffolding as a teacher to empower students in their learning but not too much to take over? How do you ensure engagement with a range of students who have never discussed or looked into who God is and those who have a more substantial understanding?

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Following on from the learning and researching that took place in the EQUIP Unit, I have been challenged in my approach to teaching Christian Studies. Previously, units have been possibly faith based and sometimes implemented similar to a devotion, rather than based on the nature of God and building understanding of religious literacies. As a facilitator and supporter, I need to allow the students to inquire and critically question and wonder, rather than giving them the questions to answer as this makes is more relevant and meaningful for the student and where their understandings, prior knowledge and beliefs are (Murdoch, 2015).

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Allowing students to struggle with concepts and then as a teacher being able to support them in those questions and challenges, to share their opinions with other students and to then critically reflect on their own ideas and understandings (Elliot, 2004). Teachers do not have all the knowledge, and you can go in to the classroom saying you will figure out the answers together (Murdoch, 2015).

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References

Crombie, S. (2014). What is Inquiry-Based Learning? [Motion picture]. Retrieved from https://www.youtube.com/watch?v=u84ZsS6niPc

Elliott, M. (2004). Inquiry learning in the Religion Classroom. Retrieved from Curriculum-Matters-Volume-3-No-1-2004-February

Lutheran education Australia. Christian Studies Curriculum Framework. (2015). Retrieved from https://www.lutheran.edu.au/download/cscf-2015/?wpdmdl=1276&refresh=5d63cdef675bf1566821871

Murdoch, K. (2015) The Power of Inquiry: Teaching and learning with curiosity, creativity and purpose in the contemporary classroom

 

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