Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

Abstract

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

The Effect of Learning Environment, Inquiry and Student Learning Interest on Student Social Studies Learning Assessment

“…The effect of the inquiry on student social studies learning assessment is 52.1%, which is quite large compared to the learning environment. The results of this study are supported by Ellis [21]which mention that students are taught with inquiry learning environments typically enhance student learning, higher scores are achieved than those taught through traditional methods. Learning interest has a direct effect on student social studies learning assessment, which is 91.0%.…”

Using the TASC Model to Develop Gifted Students Creativity: Analytical Review

“…Research in the field of giftedness has supported the idea that good curriculum and instruction for gifted students should be challenging. Researchers have suggested methods for challenging gifted students, such as use of advanced materials and objectives (Foust, Hertberg-Davis, & Callahan, 2008); expectation of idea generation and creativity (Hunsaker, 2005;McAllister & Plourde, 2008); application of advanced criteria for success (Gross & van, 2005); complexity of ideas (Coleman, 2014;Koichu & Berman, 2005); a variety of approaches to learning and expressing learning (Cheng, Lam, & Chan, 2008;Mioduser & Betzer, 2008); open-endedness (Treffinger & Isaksen, 2005); multifaceted-ness of tasks (Housand & Reis, 2008;Volk, 2006); expectation of transformation of information and ideas (Hill, 2013;Morisano & Shore, 2010); depth and complexity of studies (VanTassel-Baska, 2005;Williams, 2005); a focus on ethical dilemmas and currently unsolved problems in a field of study (Rooks & Maker;VanTassel-Baska, 2008); use of multiple abstractions (McAllister & Plourde, 2008;VanTassel-Baska & Wood, 2010); reconciling divergent points of view on topics and issues (Daniel, 2007;Treffinger & Isaksen, 2005); and developing advanced skills in self-direction (Maker & Schiever, 2010;Tomlinson, 2005). However, the task for teachers and practitioners to find a teaching model involving all or most of these suggestions has seemed onerous (Maker, Alhusaini, Zimmerman, Pease, Schiever, & Whitford, 2014).…”