A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

Abstract

Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve problems by using a wide range of tools and techniques. The output of the IBL method is usually a presentation or a piece of work. In the experiment carried out, the IBL method was used during the interdisciplinary course “Building Information Modelling (BIM)”, taught at the master’s degree programme majoring in spatial management at the Warsaw University of Technology. The aim of the class was to solve a specific problem and develop a scientific and technical manuscript, which at the same time could form the basis of a scientific publication. The class was first experimentally implemented with a mixed-methods approach based mainly on IBL. Students were introduced to IBL techniques and tools as part of a project exercise, then were presented with problem and research topics. Participants in the classes chose an issue from those presented or created a topic of interest themselves. Peer learning, Montessori silent lessons or supervision were used during the implementation of the activities. Students were not assessed digitally, but their activity was marked in the form of pluses (+) and the focus was on providing quick and complete feedback (always individually to the individual or group). The class concluded with a self-assessment and a research questionnaire, which concluded that an authoritative teaching process was a far better choice than an authoritarian or liberal process.