It is the coming together of the child's interests with those of the society

Inquiry Based LearningRosetta Stone Outlet can be used with children of all ages, but lower level students may have some difficulties in this style of learning. For very young learners, the content of the problem should be simplified in order for this approach to be more useful so that they can handle the inquiry process itself (Suchman, 1962). It is more advicable to use this approach with the higher level students since older students are better able to handle the inquiry process. Moreover, Orlich et al. (1990) point out that this approach is widely used in teaching science, because inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices although inquiry learning can be applied to all disciplines. Also, it shouldn't be forgotten that further support for the use of IBL comes from the strong theoretical underpinnings of the approach including constructivism, problem based learning, project based learning and the like.The process of inquiring (see Table 1) begins with the teacher selecting a problem or a puzzling situation to the learner. Once a problem has been selected, the teacher conducts research on the problem. Then, she explains the process to the class and present the problem. The students gather data by questioning and they develop a theory. If the class accepts the theory as a solution, it is verified. After this step, the students explain the theory and state the rules associated with it. Afterwards, the students are expected to analyze the process to see how they can form more effective questioning techniques. Finally, the teacher tests to determine whether the students have understood the theory and whether they are able to generalize the rules to other situations or not.Table 1 : The Process of InquirySelect a Problem and Conduct ResearchIntroduce the ProcessRosetta Stone English and Present the ProblemGather DataDevelop a Theory and VerifyExplain the Theory and State the RulesAnalyze the ProcessEvaluate1.3. Characteristics of Inquiry Based LearningInquiry Based Learning is completely different from the traditional approaches in which not students but the teacher is in the center of the learning. It certainly requires a greater time than traditional teaching methods.As mentioned by Preskill and Torres (1999), the following are the characteristics of Inquiry Based Learning:IBL focuses students' inquiry on questions that are challenging, debatable and difficult to solve.It teaches students specific procedures, strategies, or processes essential to the attempts at answering the focus questions. It structures lessons to include opportunities for students to access information that is crucial to the inquiry.It structures the lessons so that students have opportunities to work with peers.It sequences a series of activities and lessons so that they work together involving students toward a general goal.It builds into lessons the opportunities for performance.It involves students in the process of deriving standards for performance.It relies on authentic assessment of learning.1.4. Inductive InquiryInductive Inquiry is a process that allows the students to observe specifics and then infer generalizations about the entire group of particulars. Orlich et al.(1990, p. 281) make a similar explanation of it in the following way: " Inductive Inquiry is a method that teachers use when they presentRosetta Stone Chinese sets of data or situations and then ask the students to infer a conclusion, generalization, or a pattern of relationships". Inductive Inquiry may be approached in at least two different ways: guided and unguided. Lee S.