Does Guided Inquiry enhance learning and metacognition?

Abstract


 
 
 Research carried out at Loreto Kirribilli, a Catholic independent secondary school in Sydney, Australia, in 2014 demonstrates that Guided Inquiry scaffolding enhances learning and metacognition. Students undertaking the Historical Investigation in Year 11 develop an interest in an area of Ancient or Modern history, explore it, develop an inquiry question, and answer it in an essay. The Ancient History class was scaffolded by Guided Inquiry curriculum design and support, while the Modern History class conducted their investigation independently. Deep learning was evident in the questions asked and the answers written in the Ancient History essays. There is evidence of a difference in quality in the questions asked and answered by Modern Historians. It would appear that the scaffolding of Guided Inquiry has enhanced learning, while recognizing the effect an excellent teacher has on already high achieving students. Ancient history students also demonstrated a high level of metacognition in their reflections.