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Explainer: what is inquiry-based learning and how does it help prepare children for the real world?

Associate Professor, Science Education, Monash University

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Gillian Kidman does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Inquiry-based learning emphasises a student’s role in the learning process and asks them to engage with an idea or topic in an active way, rather than by sitting and listening to a teacher. The overall goal of an inquiry-based approach is for students to make meaning of what they are learning about and to understand how a concept works in a real-world context.

The inquiry approach is sometimes known as project-based or experiential learning. To learn about a topic, students explore resources, ask questions and share ideas. The teacher helps students apply new concepts to different contexts, which allows them to discover knowledge for themselves by exploring, experiencing and discussing as they go.

Learning through inquiry can be done differently depending on the subject area and the age of the student. Inquiry-based teaching and learning practices feature in many classrooms across the world. Teachers are conducting lessons with an inquiry-based approach, or aspects of it, without realising it.

How does it actually work?

If you’ve read the Harry Potter books, or watched the movies, you may remember that, in “The Order of the Phoenix”, Harry’s class gets an unpopular Defence Against The Dark Arts teacher, Dolores Umbridge. Her teaching method is based on learning through textbooks and discipline.

Harry questions whether this type of learning will help young wizards and witches if they ever come across the dark lord, Voldemort. So Harry sets up his own classroom in secret, where the class practise spells and learn from each other. This is a good example of inquiry-based learning.

US philosopher and liberal education reformer John Dewey advocated learning through inquiry. His work to change pedagogical methods and curricula in 1916 was developed into classroom experiences in the 1930s . Although initially influencing schools in the United States, Dewey’s influence spread worldwide.

A key characteristic of inquiry is that it is externally and internally motivated, by the student . External motivation includes members in the team, the nature of the project and feedback from teachers. Intrinsic motivations include an eagerness to learn.

Although the inquiry is motivated by the student, it is guided by the teacher. A skilled inquiry teacher will vary their role along a continuum – from explicit instruction (where the teacher has clear goals as to what he or she will present to the students) to an inquiry approach that helps students control their learning.

Read more: Explainer: what is explicit instruction and how does it help children learn?

From primary to secondary

The primary school classroom offers rich inquiry opportunities as there is usually one teacher per class and s/he can use inquiry to link ideas and activities between learning areas. I observed a Year 1 classroom where the teacher and students were exploring nursery rhymes while developing early reading skills.

During the reading of Jack and Jill, a six-year-old boy asked: “What is the hill made out of?” The teacher built on this question to create an inquiry experience spanning five weeks. The children learnt concepts in science (forces, pushes, pulls, friction, soil types, rock types) and mathematics (slopes, fractions, time).

In doing so, children’s reading, writing and spelling (push, pull, trip, fall, tumble, slope etc) were enhanced. The class explored the geography of hills and mountains. Literacy, mathematics, science and humanities lessons revolved around learning about hills and answering the original question.

The class concluded that Jack slipped on wet clay and Jill tripped on a rock embedded in the clay. The class also discussed pushing and shoving each other, with one child asking if Jill could have been pushed by the same person who pushed Humpty Dumpty off the wall.

In secondary schools there are multiple teachers and classes, and therefore reduced opportunity for integrated inquiry. So the inquiry is generally within disciplines.

Different disciplines have different models for inquiry. In history, for instance, Telstar prompts inquiry by checking questions for guiding student progress. And in science, there are the 5 Es where literacy is emphasised in five consecutive phases – engage, explore, explain, elaborate and evaluate.

Teachers usually start with these generic models to accompany information contained in curriculum documents.

Challenges and misconceptions

The main challenge with an inquiry approach is assessment. Standardised testing monopolises educational assessment, which puts a value on core literacies: reading, writing, computation, and the accumulation of facts and figures. Educators are only beginning to identify parameters through which they can assess students’ discovery of knowledge and making meaning.

Read more: Why your child will benefit from inquiry-based learning

Global culture has become one of innovation, discovery and interdisciplinary thinking, which means solely relying on a standardised way of learning and testing is at odds with the outside world. Educators promoting an inquiry-based learning system believe it is only a matter of time until inquiry skills take precedence over learning content.

Misconceptions about using inquiry-based learning in the classroom include inquiry being too difficult for most students (that it is for the older gifted child) and that during inquiry the teacher does little and the class is in chaos.

But inquiry-based learning, guided by a teacher who models the process to various students , is valuable for the whole class. Classroom chaos is rarely seen in situations where the teacher is an active learner alongside their students.

Inquiry is part of human nature, but one can benefit from learning how to be a good inquirer. This includes learning skills such as how to ask and answer questions, solve problems and conduct investigations and research. To be an inquirer is liberating, exciting and transformative. It involves taking risks and is intellectually demanding. And, above all, it helps us learn.

• Explicit Instruction
• Inquiry-based learning

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What Is “Inquiry-Based Learning”?: Types, Benefits, Examples

What Is Inquiry-Based Learning?

The 4 types of inquiry-based learning, 7 benefits of inquiry-based learning, 5 inquiry-based learning examples, 5 strategies and tips for implementing inquiry-based learning, 4 models to use in the classroom, let’s wrap, frequently asked questions (faqs).

Are you looking for a teaching strategy that will engage your students in the learning process? Do you want them to be able to ask questions and investigate real-world problems? If so, you should consider using inquiry-based learning in your classroom.

Inquiry-based learning is a teaching method that encourages students to ask questions and investigate real-world problems. This type of learning has many benefits and can be used in various subject areas.

This blog will discuss the benefits of inquiry-based learning and provide some strategies, tips, and models that you can use in your classroom. But first, let’s take a closer look at what inquiry-based learning is.

• What is inquiry-based learning
• Types of inquiry-based learning
• Benefits of inquiry-based learning
• Inquiry-based learning examples
• Strategies for implementing inquiry-based learning in the classroom
• Four models to use in the classroom

Inquiry-based learning is a student-centered teaching method that encourages students to ask questions and investigate real-world problems. In this type of learning environment, students are actively engaged in the learning process and are given the opportunity to explore their natural curiosities.

This type of learning is often hands-on and allows students to connect what they learn in the classroom and the real world. Inquiry-based learning has been shown to improve critical thinking skills, problem-solving skills, and creativity.

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There are four types of inquiry-based learning:

1. The Structured Inquiry Approach

The structured inquiry approach is a sequential process that helps students learn how to ask questions and investigate real-world problems. This type of inquiry-based learning is often used in science classes, where students are given a problem to investigate and are taught how to use the scientific process to find a solution.

2. The Open-Ended Inquiry Approach

The open-ended inquiry approach is a more free-form approach to inquiry-based learning. In this type of learning environment, students are given the freedom to explore their interests and ask questions about the topic they are studying. This type of inquiry-based learning is often used in humanities classes, where students are asked to explore a topic in-depth and debate different viewpoints.

3. The Problem-Based Inquiry Approach

A problem-based inquiry approach is a problem-solving approach to inquiry-based learning. In this type of approach, students are given a real-world problem to solve. This type of inquiry-based learning is often used in mathematics and engineering classes, where students are asked to apply what they have learned to solve a real-world problem.

4. The Guided Inquiry Approach

The guided inquiry approach is a teacher-led approach to inquiry-based learning. In this type of approach, the teacher guides the students through the inquiry process and helps them to ask questions and find solutions to real-world problems. This type of inquiry-based learning is often used in elementary and middle school classrooms.

Now that we have a better understanding of the different types of inquiry-based learning, let’s take a look at the benefits.

With so many benefits, it is no wonder that inquiry-based learning has become a popular teaching method . Some of the benefits of inquiry-based learning include:

1. Encourages critical thinking

Inquiry-based learning encourages students to think critically about the information they are presented with. They are asked to question the information and develop their own solutions. This type of learning helps students develop problem-solving skills and critical-thinking skills.

2. Improves problem-solving skills

Inquiry-based learning helps students develop problem-solving skills. When they are given the opportunity to explore real-world problems, they are forced to think outside the box and come up with their own solutions. This is an important skill that will help them in their future careers.

3. Encourages creativity

This concept of learning encourages creativity. When students are given the opportunity to explore a problem independently, they often come up with creative solutions. This is due to the fact that any particular way of thinking does not restrict them.

4. Improves communication skills

It also helps students improve their communication skills. When working on a problem, they often have to explain their thoughts and ideas to others. This helps them learn how to communicate effectively with others.

5. Connects learning to the real world

Inquiry-based learning helps connect learning to the real world. When students are allowed to explore problems that exist in the real world, they can see how what they are learning in the classroom is relevant. This also helps them develop a better understanding of the material.

6. Helps students understand complex topics

Inquiry-based learning can also help students understand complex topics. When they are allowed to explore these topics in a hands-on environment, they can learn about them more meaningfully.

7. Encourages engaged learning

Finally, this type of learning encourages engaged learning. When students are actively involved in the learning process, they are more likely to retain the information. This is due to the fact that they are invested in what they are doing.

Now that we have looked at the benefits of inquiry-based learning, let’s take a look at some examples.

1. Science Experiments

One way to incorporate inquiry-based learning into your classroom is to allow students to conduct experiments. This will encourage them to ask questions and think critically about the results.

2. Field Trips

Another way to encourage inquiry-based learning is to take students on field trips. This will allow them to explore real-world problems and see how what they are learning in the classroom is relevant.

3. Classroom Debates

Classroom debates are another great way to encourage this type of learning. When students debate a topic, they are forced to think critically about both sides of the argument.

4. Projects

Projects are another great way to encourage inquiry-based learning. When students are given the opportunity to work on a project that is related to the topic they are studying, they will be more likely to learn and remember the information.

5. Group Work

When students work in groups, they are able to share their ideas and thoughts with others. This helps them to understand the material better.

Now that we have looked at the benefits of inquiry-based learning and some examples, let’s look at some inquiry-based strategies and tips that you can use in your classroom.

1. Start with a Question

The best way to start an inquiry-based lesson is by asking a question. This will get students thinking about the topic and will encourage them to ask their own questions.

2. Allow for Exploration

Once you have asked a question, allow students to explore the topic on their own. This will help them to understand the material better.

3. Encourage Discussion

Encourage students to discuss their ideas with each other. This will help them to develop a better understanding of the material.

4. Provide Resources

Be sure to provide students with resources that they can use to explore the topic. This will help them develop a better understanding. Teachers can also give access to online learning platforms like SplashLearn , which further help enhance the knowledge of the concepts.

5. Summarize What Was Learned

At the end of the lesson, be sure to summarize what was learned. This will help students to remember the information.

You can use different models to encourage inquiry-based learning in your classroom. The important thing is that you allow students to be actively involved in the learning process. Let’s have a look at a few models that you can use.

Now that we have looked at the benefits of inquiry-based learning and some strategies for implementing it in your classroom , let’s take a look at four models you can use.

1. The Question Model

The question model is one of the most basic models for inquiry-based learning. It involves asking students questions about the topic you are teaching. This will encourage them to think critically about the material.

2. The Problem-Based Learning Model

The problem-based learning model is another excellent option for inquiry-based learning. This model involves giving students a problem to solve. They will need to think critically about the problem and find a solution.

3. The Project-Based Learning Model

Project-based learning is a great way for students to explore a topic in depth. This model involves giving students a project to work on that is related to the topic you are teaching.

4. The Inquiry Cycle Model

With the inquiry cycle model, students are given the opportunity to ask questions, investigate a topic, and then share their findings. This model allows students to explore a topic in-depth and share their discoveries with others.

Inquiry-based learning is a teaching method that encourages students to ask questions and explore their answers. This type of learning has many benefits, both for students and teachers. In this article, we’ve looked at some of the critical benefits of inquiry-based learning as well as strategies you can use to get started in your own classroom. We hope you’re inspired to give it a try!

What is the importance of inquiry-based learning?

Inquiry-based learning is important because it allows students to explore and ask questions about the world around them. This type of learning helps students develop critical thinking and problem-solving skills.

What is the definition of inquiry-based learning?

Inquiry-based learning is a type of active learning that encourages students to ask questions, conduct research, and explore new ideas. This approach to learning helps students develop critical thinking, problem-solving, and research skills.

What are the roles of students in inquiry-based learning?

In inquiry-based learning, students take on the role of researcher. They are encouraged to ask questions and explore new ideas. Students also have the opportunity to share their findings with their classmates and learn from each other.

How do you plan an inquiry-based lesson?

Inquiry-based lessons are typically designed around a central question or problem. From there, teachers can provide resources and scaffolding to help students investigate the topic. It is important to leave room for student exploration and allow them to ask their own questions.

What are the five guiding questions of inquiry?

The 5 guiding questions of inquiry are:

Do inquiry-based and project-based learning have to be the same thing?

No, inquiry-based and project-based learning are two different approaches. Inquiry-based learning is focused on student-driven research and exploration. Project-based learning is focused on students working together to complete a real-world project. However, both approaches can include elements of inquiry and problem-solving.

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What Is Inquiry-Based Learning? A Guide for Educators

Learn the ins and outs of this emergent student-centered curriculum.

Maybe you’ve heard about inquiry-based learning in your most recent staff meeting or PD day. We know it might sound daunting, but implementing inquiry-based learning can be exciting for both the students and the teacher. Read on for what exactly inquiry-based learning is, how to implement it, and why you use it in your classroom. 

What is inquiry-based learning?

Inquiry-based learning means tailoring your curriculum to what your students are interested in rather than having a set agenda that you can’t veer from—it means letting children’s curiosity take the lead and then guiding that interest to explore, research, and reflect upon their own learning.

Now, we know that many teachers have to follow state-based curricula, but with practice, it is possible to use inquiry-based learning that follows a curriculum map and guidelines that one has to follow.

For example, perhaps out on the playground, students keep discovering bugs hiding under logs. They dig for them, pick them up, make them a home, and engage with them during playtime. With an inquiry-based learning model, the teacher can take this bug interest and use it in teaching by starting with a question or challenge. The kids can do an experiment to see if those same bugs prefer the shade or the sun with a half-covered box outside; the class could learn about the habitat for a bug and what makes the best habitat and why; you could graph how many bugs are under each log; students could gather books about the different insects and then create their own pamphlet of information to share with others. 

At a basic level, a simple interest in the roly-polies that are always hiding under logs has now touched upon science, social studies, math skills, literacy skills, and 21st-century skills of cooperation, collaboration, and critical thinking. (If this all sounds similar to project-based learning , you aren’t wrong! They go hand-in-hand when it comes to teaching and overall engagement, and they fall under the emergent curriculum umbrella.) 

How does inquiry-based learning benefit students? 

It leads to high engagement.

When children are presented with topics they are interested in, the first step of engagement is automatic. From there, students are able to have a hands-on, real-world learning experience about whatever the topic is. Therefore, the teaching and learning is less from books or abstract concepts and is embedded in their everyday experience.

“The Inquiry Process embraces the ways children learn best. It is a tool for you to plan curriculum in response to children’s curiosity and questioning, acknowledging the problems children encounter and identify as they act on their questions and taking seriously the solutions they hypothesize in relation to their experiences.” —The Cycle of Inquiry Process, From Children’s Interests to Children’s Thinking  

It promotes critical thinking

In From Children’s Interests to Children’s Thinking , research showed children learn best through the same processes that scientists use:

• Asking questions and defining problems
• Developing and using models 
• Planning and carrying out investigations 
• Analyzing and interpreting
• Using mathematical and computational thinking
• Engaging in argument from evidence (explaining their findings)

These steps are very similar to the cycle of inquiry that is directly related to inquiry-based learning: engage, explore, explain, elaborate, and evaluate. According to the American Association of School Librarians, the 5E Inquiry-Based Instructional Model is based upon cognitive psychology, constructivist theory to learning, and best practices in STEM instruction (Bybee and Landes, 1990). 

Each student can build upon their strengths

With an open-ended path, inquiry-based learning allows students to build upon their strengths, feel engaged, and take ownership of learning. As a teacher, get creative to add to the knowledge and skills they have, while assisting the student to reach their learning goals on a path that they can lead. 

What is the general process of using inquiry-based learning? 

One challenge to inquiry-based learning is knowing when to put aside your own teaching agenda and to allow space for an emergent, inquiry-lead exploration. You might have planned something specific, but during free choice, an entire city is built in the block area. The students work together, they have roles, and they have to figure out how to get each block to balance in the best way to create that bridge from one building to the next. 

As a teacher, how can you take the learning objectives from crafting a storybook and reach those from the block city?

Follow the 5Es of Inquiry: 

• Engage—This engagement is already naturally happening with their block city. 
• Explore—Start with questioning: There’s a new visitor to the city, but they aren’t sure how to get around. What can we do? 
• Explain—Allow for discussion and exploration; provide resources . Offer clipboards and paper for the students to plan. Pull up a map online or Google Earth to zoom in on roads. 
• Elaborate—In small groups, have the students plan and write directions, a map, or road signs for the block city. 
• Evaluate—Have students reflect on why we need labels and signs and how they help others.

Have more questions about inquiry-based learning? Come talk it over with other educators in the  We Are Teachers HELPLINE group on Facebook .

Also check out  what is critical thinking and why do we need to teach it , you might also like.

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Part 3: Instructional Methods/Learning Activities

Inquiry-based learning.

Inquiry-based learning  (also  enquiry-based learning  in  British English ) [1]  starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a  facilitator . Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning is closely related to  problem-based learning , and is generally used in small scale investigations and projects, as well as  research . [2]  Inquiry-based instruction allows students to develop and practice critical thinking skills. [3]

Inquiry-based learning is primarily a  pedagogical  method, developed during the  discovery learning  movement of the 1960s as a response to traditional forms of instruction – where people were required to memorize information from instructional materials. [4]  The philosophy of inquiry based learning finds its antecedents in  constructivist learning  theories, such as the work of  Piaget ,  Dewey ,  Vygotsky , and  Freire  among others, [5] [6] [7]  and can be considered a constructivist philosophy. Generating information and making meaning of it based on personal or societal experience is referred to as constructivism. [8]  Dewey’s experiential learning pedagogy (that is, learning through experiences) comprises the learner actively participating in personal or authentic experiences to make meaning from it. [9] [10]  Inquiry can be conducted through experiential learning because inquiry values the same concepts, which include engaging with the content/material in questioning, as well as investigating and collaborating to make meaning. Vygotsky approached constructivism as learning from an experience that is influenced by society and the facilitator. The meaning constructed from an experience can be concluded as an individual or within a group. [8] [9]

In the 1960s Joseph Schwab called for inquiry to be divided into four distinct levels. [11]  This was later formalized by Marshall Herron in 1971, who developed the Herron Scale to evaluate the amount of inquiry within a particular lab exercise. [12]  Since then, there have been a number of revisions proposed and inquiry can take various forms. There is a spectrum of inquiry-based teaching methods available. [13]

Characteristics

Specific learning processes that students engage in during inquiry-learning include: [14]

• Creating questions of their own
• Obtaining supporting evidence to answer the question(s)
• Explaining the evidence collected
• Connecting the explanation to the knowledge obtained from the investigative process
• Creating an argument and justification for the explanation

Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study. [15]

There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts. The article titled  The Many Levels of Inquiry  by Heather Banchi and Randy Bell (2008) [15]  clearly outlines four levels of inquiry.

Level 1 : Confirmation Inquiry The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.

Level 2 : Structured Inquiry The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.

Level 3 : Guided Inquiry The teacher provides only the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.

Level 4 : Open/True Inquiry Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.

Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the lower levels and work their way to open inquiry in order to effectively develop students’ inquiry skills. Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study. [16]

Open/true inquiry learning

An important aspect of inquiry-based learning (and science) is the use of open learning, as evidence suggests that only utilizing lower level inquiry is not enough to develop critical and scientific thinking to the full potential. [17] [18] [19]  Open learning has no prescribed target or result that people have to achieve. There is an emphasis on the individual manipulating information and creating meaning from a set of given materials or circumstances. [20]  In many conventional and structured learning environments, people are told what the outcome is expected to be, and then they are simply expected to ‘confirm’ or show evidence that this is the case.

Open learning has many benefits. [19]  It means students do not simply perform experiments in a routine like fashion, but actually think about the results they collect and what they mean. With traditional non-open lessons there is a tendency for students to say that the experiment ‘went wrong’ when they collect results contrary to what they are told to expect. In open learning there are no wrong results, and students have to evaluate the strengths and weaknesses of the results they collect themselves and decide their value.

Open learning has been developed by a number of science educators including the American  John Dewey  and the German  Martin Wagenschein . [ citation needed ] Wagenschein’s ideas particularly complement both open learning and inquiry-based learning in teaching work. He emphasized that students should not be taught bald facts, but should understand and explain what they are learning. His most famous example of this was when he asked physics students to tell him what the speed of a falling object was. Nearly all students would produce an equation, but no students could explain what this equation meant. [ citation needed ]  Wagenschien used this example to show the importance of understanding over knowledge. [21]

Inquiry-based science education

History of science education.

Inquiry learning has been used as a teaching and learning tool for thousands of years, however, the use of inquiry within public education has a much briefer history. [22] Ancient Greek and Roman educational philosophies focused much more on the art of agricultural and domestic skills for the middle class and oratory for the wealthy upper class. It was not until the Enlightenment, or the Age of Reason, during the late 17th and 18th century that the subject of Science was considered a respectable academic body of knowledge. [23]  Up until the 1900s the study of science within education had a primary focus on memorizing and organizing facts. Unfortunately, there is still evidence that some students are still receiving this type of science instruction today.

John Dewey, a well-known philosopher of education at the beginning of the 20th century, was the first to criticize the fact that science education was not taught in a way to develop young scientific thinkers. Dewey proposed that science should be taught as a process and way of thinking – not as a subject with facts to be memorized. [22] While Dewey was the first to draw attention to this issue, much of the reform within science education followed the lifelong work and efforts of Joseph Schwab. Joseph Schwab was an educator who proposed that science did not need to be a process for identifying stable truths about the world that we live in, but rather science could be a flexible and multi-directional inquiry driven process of thinking and learning. Schwab believed that science in the classroom should more closely reflect the work of practicing scientists. Schwab developed three levels of open inquiry that align with the breakdown of inquiry processes that we see today. [24]

• Students are provided with questions, methods and materials and are challenged to discover relationships between variables
• Students are provided with a question, however, the method for research is up to the students to develop
• Phenomena are proposed but students must develop their own questions and method for research to discover relationships among variables

Today, we know that students at all levels of education can successfully experience and develop deeper level thinking skills through scientific inquiry. [25]  The graduated levels of scientific inquiry outlined by Schwab demonstrate that students need to develop thinking skills and strategies prior to being exposed to higher levels of inquiry. [24]  Effectively, these skills need to be scaffold ed by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own. [26]  A catalyst for reform within North American science education was the 1957 launch of Sputnik, the Soviet Union satellite. This historical scientific breakthrough caused a great deal of concern around the science and technology education the American students were receiving. In 1958 the U.S. congress developed and passed the National Defense Education Act in order to provide math and science teachers with adequate teaching materials. [15]

America’s National Science Education Standards (NSES) (1996) [25]  outlines six important aspects pivotal to inquiry learning in science education.

• Students should be able to recognize that science is more than memorizing and knowing facts.
• Students should have the opportunity to develop new knowledge that builds on their prior knowledge and scientific ideas.
• Students will develop new knowledge by restructuring their previous understandings of scientific concepts and adding new information learned.
• Learning is influenced by students’ social environment whereby they have an opportunity to learn from each other
• Students will take control of their learning.
• The extent to which students are able to learn with deep understanding will influence how transferable their new knowledge is to real life contexts.

In other disciplines/programs

Science naturally lends itself to investigation and collection of data, but it is applicable in other subject areas where people are developing critical thinking and investigation skills. In  history , for example, Robert Bain in his article in  How Students Learn , describes how to “problematize” history. [27]  Bain’s idea is to first organize a learning curriculum around central concepts. Next, people studying the curriculum are given a question and primary sources such as eye witness historical accounts, and the task for inquiry is to create an interpretation of history that will answer the central question. It is held that through the inquiry people will develop skills and factual knowledge that supports their answers to a question. They will form an hypothesis, collect and consider information and revisit their hypothesis as they evaluate their data.

Ontario’s kindergarten program

After Charles Pascal’s report in 2009, Ontario’s Ministry of Education decided to implement a full day kindergarten program that focuses on inquiry and play-based learning, called The Early Learning Kindergarten Program. [28]  As of September 2014, all primary schools in Ontario started the program. The  curriculum document outlines the philosophy, definitions, process and core learning concepts for the program. Bronfenbrenner’s ecological model, Vygotsky’s zone of proximal development, Piaget’s child development theory and Dewey’s experiential learning are the heart of the program’s design. As research shows, children learn best through play, whether it is independently or in a group. Three forms of play are noted in the curriculum document, Pretend or “pretense” play, Socio-dramatic play and Constructive play. Through play and authentic experiences, children interact with their environment (people and/or objects) and question things; thus leading to inquiry learning. A chart on page 15 clearly outlines the process of inquiry for young children, including initial engagement, exploration, investigation, and communication.  [29]  The new program supports holistic approach to learning. For further details, please see the  curriculum document .

Since the program is extremely new, there is limited research on its success and areas of improvement. One government research report was released with the initial groups of children in the new kindergarten program. The Final Report: Evaluation of the Implementation of the Ontario Full-Day Early-Learning Kindergarten Program from Vanderlee, Youmans, Peters, and Eastabrook (2012) conclude with primary research that high-need children improved more compared to children who did not attend Ontario’s new kindergarten program. [30]  As with inquiry-based learning in all divisions and subject areas, longitudinal research is needed to examine the full extent of this teaching/learning method.

Misconceptions about inquiry

There are several common misconceptions regarding inquiry-based science, the first being that inquiry science is simply instruction that teaches students to follow the scientific method. Many teachers had the opportunity to work within the constraints of the scientific method as students themselves and figure inquiry learning must be the same. Inquiry science is not just about solving problems in six simple steps but much more broadly focused on the intellectual problem-solving skills developed throughout a scientific process. [25]  Additionally, not every hands-on lesson can be considered inquiry.

Some educators believe that there is only one true method of inquiry, which would be described as the level four: Open Inquiry. While open inquiry may be the most authentic form of inquiry, there are many skills and a level of conceptual understanding that the students must have developed before they can be successful at this high level of inquiry. [26]  While inquiry-based science is considered to be a teaching strategy that fosters higher order thinking in students, it should be one of several methods used. A multifaceted approach to science keeps students engaged and learning.

Not every student is going to learn the same amount from an inquiry lesson; students must be invested in the topic of study to authentically reach the set learning goals. Teachers must be prepared to ask students questions to probe their thinking processes in order to assess accurately. Inquiry-science requires a lot of time, effort, and expertise, however, the benefits outweigh the cost when true authentic learning can take place [ citation needed ] .

Neuroscience complexity

The literature states that inquiry requires multiple cognitive processes and variables, such as causality and co-occurrence that enrich with age and experience. [31] [32] Kuhn, et al. (2000) used explicit training workshops to teach children in grades six to eight in the United States how to inquire through a quantitative study. By completing an inquiry-based task at the end of the study, the participants demonstrated enhanced mental models by applying different inquiry strategies. [31]  In a similar study, Kuhan and Pease (2008) completed a longitudinal quantitative study following a set of American children from grades four to six to investigate the effectiveness of scaffolding strategies for inquiry. Results demonstrated that children benefitted from the scaffolding because they outperformed the grade seven control group on an inquiry task. [32]  Understanding the neuroscience of inquiry learning the scaffolding process related to it should be reinforced for Ontario’s primary teachers as part of their training.

Notes for educators

Inquiry-based learning is fundamental for the development of higher order thinking skills. According to Bloom’s Taxonomy, the ability to analyze, synthesize, and evaluate information or new understandings indicates a high level of thinking. [33]  Teachers should be encouraging divergent thinking and allowing students the freedom to ask their own questions and to learn the effective strategies for discovering the answers. The higher order thinking skills that students have the opportunity to develop during inquiry activities will assist in the critical thinking skills that they will be able to transfer to other subjects.

As shown in the section above on the neuroscience of inquiry learning, it is significant to scaffold students to teach them how to inquire and inquire through the four levels. It cannot be assumed that they know how to inquire without foundational skills. Scaffolding the students at a younger age will result in enriched inquiring learning later. [31] [32]

Inquiry-based learning can be done in multiple formats, including:

• Case studies
• Investigations
• Individual and group projects
• Research projects

Remember to keep in mind… [34]

• Don’t wait for the perfect question
• Place ideas at the centre
• Work towards common goal of understanding
• Don’t let go of the class
• Remain faithful to the students’ line of inquiry
• Teach directly on a need-to-know basis

Necessity for teacher training

There is a necessity for professional collaboration when executing a new inquiry program (Chu, 2009; Twigg, 2010). The teacher training and process of using inquiry learning should be a joint mission to ensure the maximal amount of resources are used and that the teachers are producing the best learning scenarios. The scholarly literature supports this notion. Twigg’s (2010) education professionals who participated in her experiment emphasized year round professional development sessions, such as workshops, weekly meetings and observations, to ensure inquiry is being implemented in the class correctly. [10]  Another example is Chu’s (2009) study, where the participants appreciated the professional collaboration of educators, information technicians and librarians to provide more resources and expertise for preparing the structure and resources for the inquiry project. [35]  To establish a professional collaboration and researched training methods, administration support is required for funding.

Criticism and Research

Kirschner, Sweller, and Clark (2006) [36]  review of literature found that although constructivists often cite each other’s work, empirical evidence is not often cited. Nonetheless the constructivist movement gained great momentum in the 1990s, because many educators began to write about this philosophy of learning.

Hmelo-Silver, Duncan, & Chinn cite several studies supporting the success of the constructivist  problem-based  and inquiry learning methods. For example, they describe a project called GenScope, an inquiry-based science software application. Students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses. [37]

In contrast, Hmelo-Silver et al. also cite a large study by Geier on the effectiveness of inquiry-based science for middle school students, as demonstrated by their performance on high-stakes standardized tests. The improvement was 14% for the first cohort of students and 13% for the second cohort. This study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students. [37]

Based on their 2005 research, the Thomas B. Fordham Institute concluded that while inquiry-based learning is fine to some degree, it has been carried to excess. [38]

Richard E. Mayer from the University of California, Santa Barbara, wrote in 2004 that there was sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning—practiced under the guise of cognitive constructivism or social constructivism—as a preferred instructional method. He reviewed research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. [39]

It should be cautioned that inquiry-based learning takes a lot of planning before implementation. It is not something that can be put into place in the classroom quickly. Measurements must be put in place for how students knowledge and performance will be measured and how standards will be incorporated. The teacher’s responsibility during inquiry exercises is to support and facilitate student learning (Bell et al., 769–770). A common mistake teachers make is lacking the vision to see where students’ weaknesses lie. According to Bain, teachers cannot assume that students will hold the same assumptions and thinking processes as a professional within that discipline (p. 201).

While some see inquiry-based teaching as increasingly mainstream, it can be perceived as in conflict with  standardized testing  common in  standards-based assessment  systems which emphasise the measurement of student knowledge, and meeting of pre-defined criteria, for example the shift towards “fact” in changes to the National Assessment of Educational Progress as a result of the American  No Child Left Behind  program. [ citation needed ]

Programs such as the International Baccalaureate (IB) Primary Years Program can be criticized for their claims to be an inquiry based learning program. [ citation needed ] While there are different types of inquiry (as stated above) the rigid structure of this style of inquiry based learning program almost completely rules out any real inquiry based learning in the lower grades. Each “unit of inquiry” is given to the students, structured to guide them and does not allow students to choose the path or topic of their inquiry. Each unit is carefully planned to connect to the topics the students are required to be learning in school and does not leave room for open inquiry in topics that the students pick. Some may feel that until the inquiry learning process is open inquiry then it is not true inquiry based learning at all. Instead of opportunities to learn through open and student-led inquiry, the IB program is viewed by some to simply be an extra set of learning requirements for the students to complete. [ citation needed ]

Additional scholarly research literature

Chu (2009) used a mixed method design to examine the outcome of an inquiry project completed by students in Hong Kong with the assistance of multiple educators. Chu’s (2009) results show that the children were more motivated and academically successful compared to the control group. [40]

Cindy Hmelo-Silver reviewed a number of reports on a variety studies into problem based learning. [41]

Edelson, Gordin and Pea describe five significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. They present a design history covering four generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.  [42]

• Action learning
• Jerome Bruner
• Design-based learning
• Discovery learning
• McMaster Integrated Science
• Networked learning
• Jean Piaget
• Problem-based learning
• Progressive inquiry
• Project-based learning
• Science education
• Scientific literacy
• Three-part lesson

References and further reading

• Jump up  ^   The UK dictionaries Collins and Longman list the spelling “inquiry” first, and Oxford simply calls it another spelling, without labeling it as US English.
• Jump up  ^   What is Inquiry Based Learning (EBL)?  Centre for Excellence in Enquiry-Based Learning. University of Manchester. Retrieved October 2012
• Jump up  ^   Dostál, J. (2015).  Inquiry-based instruction : Concept, essence, importance and contribution.  Olomouc: Palacký University,  ISBN 978-80-244-4507-6 , doi 10.5507/pdf.15.24445076
• Jump up  ^   Bruner, J. S. (1961). “The act of discovery”. Harvard Educational Review 31 (1): 21–32.
• Jump up  ^   Dewey, J (1997) How We Think, New York: Dover Publications.
• Jump up  ^   Freire, P. (1984) Pedagogy of the Oppressed, New York: Continuum Publishing Company.
• Jump up  ^   Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press.
• ^  Jump up to:  a   b   BACHTOLD, MANUEL (2013).  “WHAT DO STUDENTS “CONSTRUCT” ACCORDING TO CONSTRUCTIVISM IN SCIENCE EDUCATION?” .  RESEARCH IN SCIENCE EDUCATION   43 : 2477–96.  DOI : 10.1007/S11165-013-93697 . RETRIEVED  11 OCTOBER  2014 .
• ^  Jump up to:  a   b   ROTH, WOLFF-MICHAEL; JORNET, ALFREDO (2013). “TOWARD A THEORY OF EXPERIENCE”.  SCIENCE EDUCATION   98  (1): 106–26.  DOI : 10.1002/SCE.21085 .
• ^  Jump up to:  a   b   TWIGG, VANI VEIKOSO (2010). “TEACHERS’ PRACTICES, VALUES AND BELIEFS FOR SUCCESSFUL INQUIRY-BASED TEACHING IN THE INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME”.  JOURNAL OF RESEARCH IN INTERNATIONAL EDUCATION   9  (1): 40–65.  DOI : 10.1177/1475240909356947 .
• Jump up  ^   Schwab, J. (1960)  Inquiry, the Science Teacher, and the Educator . The School Review © 1960 The University of Chicago Press
• Jump up  ^   Herron, M.D. (1971). The nature of scientific enquiry. The school review, 79(2), 171–212.
• Jump up  ^   Wilhelm, J. G., & Wilhelm, P. J. (2010). Inquiring minds learn to read, write, and think: Reaching all learners through inquiry. Middle School Journal, May 2010, 39–46.
• Jump up  ^   BELL, T.; URHAHNE, D.; SCHANZE, S.; PLOETZNER, R. (2010). “COLLABORATIVE INQUIRY LEARNING: MODELS, TOOLS, AND CHALLENGES”.  INTERNATIONAL JOURNAL OF SCIENCE EDUCATION   3  (1): 349–377.
• ^  Jump up to:  a   b   c   National Institute for Health. (2005). Doing Science: The Process of Science Inquiry.  http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm
• Jump up  ^   Yoon, H., Joung, Y. J., Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: Difficulties on and under the scene. Research in Science & Technological Education, 42(3), 589–608.
• Jump up  ^   Berg C A R, Bergendahl V C B, Lundberg B K S and Tibell L A E (2003) Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version to the same experiment. International Journal of Science Education 25, 351-372
• Jump up  ^   Yen C F and Hunang S C (2001) Authentic learning about tree frogs by preservice biology teachers in an open-inquiry research settings. Proc. Natl. Sci. Counc. ROC(D) 11, 1–10.
• ^  Jump up to:  a   b   Zion, M., Sadeh, I. (2007). Curiosity and open inquiry learning. Journal of Biological Education, 41(4), 162–168.
• Jump up  ^   Hannafin, M., Land, S., Oliver, K. (1999). Open learning environments: Foundation, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models. A new paradigm of instructional theory Volume II (pp. 115–140). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Jump up  ^   http://ed.fnal.gov/trc_new/sciencelines_online/fall97/activity_inserts.html
• ^  Jump up to:  a   b   National Research Council. 2000. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press.
• Jump up  ^   Murphy, M. (2006). The History and Philosophy of Education: Voices of Educational Pioneers Upper Saddle River, NJ.: Pearson Education, Inc.  ISBN 0130955507
• ^  Jump up to:  a   b   Schwab, J. 1966. The Teaching of Science. Cambridge, MA: Harvard University Press
• ^  Jump up to:  a   b   c   National Science Education Standards. (1996). National Academy Press. Washington, DC.
• ^  Jump up to:  a   b   Ban chi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26–29.
• Jump up  ^   Bain, R.B., Donovan, M.S. & Bransford, J.D. (Eds). (2005). “They thought the world was flat?”: Applying the principles of How People Learn in teaching high school history. How Students Learn. Washington, D.C.: The National Academies Press.  http://www.nap.edu/openbook.php?isbn=0309074339
• Jump up  ^   PASCAL, CHARLES.  “WITH OUR BEST FUTURE IN MIND”  (PDF) . RETRIEVED  11 OCTOBER  2014 .
• Jump up  ^   MINISTRY OF EDUCATION.  “EARLY LEARNING KINDERGARTEN PROGRAM”  (PDF) . RETRIEVED  11 OCTOBER  2014 .
• Jump up  ^   VANDERLEE, MARY-LOUISE; YOUMANS, S; PETERS, R; EASTABROOK, J.  “FINAL REPORT: EVALUATION OF THE IMPLEMENTATION OF THE ONTARIO FULL-DAY EARLY-LEARNING KINDERGARTEN PROGRAM”  (PDF).
• ^  Jump up to:  a   b   c   KUHN, D; BLACK, J; KESELMAN, A; KAPLAN, D (2000). “THE DEVELOPMENT OF COGNITIVE SKILLS TO SUPPORT INQUIRY LEARNING”.  COGNITION AND INSTRUCTION   18  (4): 495–523.  DOI : 10.1207/S1532690XCI1804_3 .
• ^  Jump up to:  a   b   c   KUHN, D; PEASE, M (2008). “WHAT NEEDS TO DEVELOP IN THE DEVELOPMENT OF INQUIRY SKILLS?”.  COGNITION AND INSTRUCTION   26 : 512–59.  DOI : 10.1080/07370000802391745 .
• Jump up  ^   Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
• Jump up  ^   “INQUIRY-BASED LEARNING”  (PDF). ONTARIO MINISTRY OF EDUCATION.
• Jump up  ^   CHU, K.W.S (2009). “INQUIRY PROJECT-BASED LEARNING WITH A PARTNERSHIP OF THREE TYPES OF TEACHERS AND THE SCHOOL LIBRARIAN.”.  JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY   60  (8): 1671–86.  DOI : 10.1002/ASI.21084 .
• Jump up  ^   Kirschner, P. A., Sweller, J., and Clark, R. E. (2006)  Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching . Educational Psychologist 41 (2) 75–86
• ^  Jump up to:  a   b   HMELO-SILVER; DUNCAN; CHINN (2007).  “SCAFFOLDING AND ACHIEVEMENT IN PROBLEM-BASED AND INQUIRY LEARNING: A RESPONSE TO KIRSCHNER, SWELLER, AND CLARK (2006)” (PDF).  EDUCATIONAL PSYCHOLOGIST   42  (2): 99–107.  DOI : 10.1080/00461520701263368 .
• Jump up  ^   Walker, M. (2015)  [1] .
• Jump up  ^   MAYER, R (2004).  “SHOULD THERE BE A THREE-STRIKES RULE AGAINST PURE DISCOVERY LEARNING? THE CASE FOR GUIDED METHODS OF INSTRUCTION”  (PDF).  AMERICAN PSYCHOLOGIST   59  (1): 14–19.  DOI : 10.1037/0003-066X.59.1.14 .
• Jump up  ^   Hmelo-Silver, C. (2004)  Problem Based Learning: What and how do students learn .  Educational Psychology Review , Vol. 16, No. 3, September 2004
• Jump up  ^   Edelson, D., Gordin, D., Pea, R. (1999)  Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design  . Edelson, Daniel, Douglas Gordin, and Roy Pea. Journal of the Learning Sciences 8.3 (1999): 391–450.

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• Inquiry-Based Learning: An Introduction to Teaching Strategies

Learn about inquiry-based learning, a teaching approach that encourages students to ask questions, find answers, and make meaningful connections. Discover key strategies for implementing inquiry-based learning in your classroom.

Inquiry-based learning requires teachers to shift the focus away from delivering content and instead emphasize the process of learning. To help students gain a deeper understanding of the world around them, teachers can use Profs online neuroscience tutors to provide guidance and support during the inquiry-based learning process. Teachers should create an environment where students feel comfortable asking questions, exploring ideas, and taking risks through inquiry-based methods. To ensure that students are engaged in their learning, teachers should incorporate opportunities for inquiry-based collaboration and discussion among students.

Moreover, teachers should design meaningful assignments that require students to think critically and make connections between concepts using inquiry-based approaches. To ensure that students are actively involved in their learning, teachers should also provide timely feedback on student progress through inquiry-based methods. This can include providing written or verbal feedback on assignments as well as offering guidance on how to improve work. Teachers can also encourage students to reflect on their own learning process by asking them to think about what worked well and what could be improved upon. Finally, teachers should also consider how they can assess student learning in an inquiry-based classroom. Rather than relying solely on traditional tests or quizzes, teachers should look for ways to assess student understanding through more creative methods such as projects or presentations.

Providing Meaningful Assignments

Additionally, assigning group projects or activities that allow students to collaborate on solving problems is an effective way to further engage students in the inquiry process. In order to create meaningful assignments, teachers should consider providing students with a range of materials to work with. For example, providing students with primary sources such as historical documents or scientific experiments can help them develop a more comprehensive understanding of the material. Additionally, providing students with a range of options for how they can present their research and solutions can help to engage them in the inquiry process.

Offering Timely Feedback

Using technology to provide real-time feedback, giving oral feedback, providing written feedback, using visual aids, creating an inquiry-based learning environment, encourage collaboration:, encourage risk-taking:, provide resources:, be patient:, assessing student learning, observation, performance-based assessments.

This means creating a classroom atmosphere that is conducive to exploration, experimentation, and critical thinking. One way to create an inquiry-based learning environment is to encourage collaboration among students. Group activities and projects can be a great way to foster a collaborative atmosphere in the classroom, as it allows students to work together to find answers to their questions. Additionally, providing students with the freedom to explore and ask questions without fear of being wrong can help create an environment that encourages inquiry.

It is also important for teachers to provide their students with the necessary resources for inquiry-based learning. This includes access to textbooks, reference materials, and other resources such as computers and technology. When students have access to these materials, they are able to research and discover answers on their own. Finally, it is important for teachers to provide guidance and support when necessary.

2.Dialogue:

3.online discussion forums:, 4.peer feedback:, observation:, class discussions:, tests and quizzes:.

By providing meaningful assignments, offering timely feedback, and assessing student understanding through creative methods, teachers can help create an environment where students feel comfortable asking questions and engaging in meaningful discussions. Inquiry-based learning can be used to help students develop critical thinking skills and make meaningful connections that will serve them in their academic and professional lives. Through inquiry-based learning, teachers can help students explore their own curiosities and develop their problem-solving abilities. By encouraging students to ask questions and search for answers, teachers can help create a classroom environment that fosters creativity and collaboration. With the right strategies in place, inquiry-based learning can be a powerful tool for engaging and motivating students.

Shahid Lakha

Shahid Lakha is a seasoned educational consultant with a rich history in the independent education sector and EdTech. With a solid background in Physics, Shahid has cultivated a career that spans tutoring, consulting, and entrepreneurship. As an Educational Consultant at Spires Online Tutoring since October 2016, he has been instrumental in fostering educational excellence in the online tutoring space. Shahid is also the founder and director of Specialist Science Tutors, a tutoring agency based in West London, where he has successfully managed various facets of the business, including marketing, web design, and client relationships. His dedication to education is further evidenced by his role as a self-employed tutor, where he has been teaching Maths, Physics, and Engineering to students up to university level since September 2011. Shahid holds a Master of Science in Photon Science from the University of Manchester and a Bachelor of Science in Physics from the University of Bath.

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18 Inquiry-Based Learning Examples (Benefits & criticisms)

Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery.

Examples of inquiry-based learning include observational field trips, science experiments, and hypothesis-based research projects.

This learning strategy is believed to increase students’ level of engagement in the learning process. It is considered an active learning strategy that is in contrast to traditional approaches in education where teachers present information to passive learners.

Inquiry-Based Learning Definition

In inquiry-based classrooms, students engage in activities that provoke their curiosity as they go on a journey of discovery. Through the process, they construct knowledge rather than having it delivered by the teacher.

The students learn by exploring a subject, experimenting with concepts or objects, and conducting searches for information on their own.

Some scholarly definitions include:

• Pedaste et al: “It can be defined as a process of discovering new causal relations, with the learner formulating hypotheses and testing them by conducting experiments and/or making observations” (Pedaste et al, 2015, p. 47)
• Lee et al: “[Inquiry-based learning is] an array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (Lee et al, 2004, p. 9).

Although John Dewey is often mentioned as a forerunner of inquiry-based learning, its roots can actually be traced as far back as Socrates (470-399 BC), the Greek philosophy that taught his students using the Socratic Method, which involved him asking his students questions repeatedly instead of imparting his wisdom onto them.

Inquiry-Based Learning Examples

• Self-directed curriculum: Instead of giving students set questions to answer, the teacher gives the students a general topic to inquire about and find an area of interest to explore within the overarching topic.
• Field trips: Students go on a field trip to collect data by taking photographs. The students return to the class and use the photographs to compile information about the topic under study.
• Science experiments: Students conduct an experiment on what plants need by growing seeds in different conditions and tracking each plants progress.
• College Dissertations: Students at university often need to do a research study where they come up with a hypothesis and conduct a scientific study to confirm or falsify their hypothesis.
• Community-based projects: When students identify a problem in the community and work to solve it, they are often engaging in the phases of inquiry-based learning.
• Inquiring about a mystery by using clues: Students in a kindergarten class see before and after photos of destroyed habitats as the teacher asks questions about what they think happened and how do they feel.  
• Construction activities: A kindergarten teacher supplies his students with paper-towel tubes, tape, cardboard boxes and other materials so they can construct their own unique marble-runs.
• Investigating the local environment: Students in a science class investigate the water quality of a nearby creek and answer the key question: is the water safe to go tubing?
• Deconstructing facts: Students are given a list of “facts” about different planets. Some of those facts are actually wrong. The students work in small groups and try to identify the different planets and which facts are false.
• Gathering resources to solve a problem: A social studies class tell the class that they have been asked by NASA to make a time-capsule for aliens. The students work in small groups and gather items or create material to be put in the spaceship.
• Coming up with methodologies for solving problems: A math teacher uses 3-dimensional objects and asks student teams to choose their own methods to calculate its properties and then take turns presenting their strategy to the class.
• Divergent thinking : Divergent thinking involves coming up with multiple possible solutions to a single problem. For example, students in third-grade are told they can have any 3 powers they want to become a superhero. Then they decide on which powers they want, design their costume, and describe the kinds of situations they would help in.
• Concept mapping: Anotherdivergent thinking task would involve a concept map. A high school history teacher has the students make individual concept maps regarding the causes of the Boston Tea Party and checks their work as they go.
• Brainstorming solutions: Mr. Jennings writes a “Big Idea” question on a piece of paper and places it in the center of a bulletin board. Students then use post-it notes to surround the big idea with various thoughts and factors related to the question.
• Archaeological digs: A mock archaeological dig can be considered an inquiry-based learning situation. Students can dig for artifacts then figure out who lived there (and in what era) based on the artifacts.
• Frog dissections: Students who dissect frogs in labs are conducting inquiry-based projects. They may need to draw and diagram what they saw then use the results to report on the animal’s physiology.
• Project-based learning: Project-based learning is a unique and separate type of learning, but they have many overlaps. A teacher can set up a project so that it has all five phases of inquiry (see below).
• Escape rooms: The recent trend of escape rooms, where people have to go into a room and work in a team to solve clues and escape, are often based on an inquiry-based approach. Learners need to uncover answers through using observational skills and clues in their environment.

Phases of Inquiry

Pedaste et al. (2015) propose five phases of inquiry that can underpin the design of an inquiry-based project:

• Orientation: The teacher stimulates curiosity by presenting information about the topic, posing questions, and offering problem statements.
• Conceptualization: Students generate research questions and hypotheses about the project.
• Investigation: Students plan a study, collect data, and analyze it.
• Conclusion: Students construct their own knowledge based upon their inquiry, rather than having teachers give the answers to the students.
• Discussion: Students present their findings to peers, a teacher, or family members, and engage in reflective activity to reinforce knowledge.

Benefits of Inquiry-Based Learning

The benefits of inquiry-based learning are numerous:

• Enhanced critical-thinking skills: when students are asked to inquire rather than simply rote learn information, they have to engage higher-order thinking skills.
• Greater enthusiasm and interest in learning: Learning through active inquiry is believed to enhance intrinsic motivation in the classroom.
• Connecting learning to the real world: Through inquiry, students don’t just learn theories, but also how to solve real-life problems.
• Encouraging independent learning: When students inquire, they make up the research questions and learning outcomes themselves, allowing them to engage in self-directed learning .
• Helping students learn to work with others in a team: Very often, inquiry-based lessons take place in groups.

Case Studies of Inquiry Learning

1. what’s in the box.

The hallmark of any good inquiry-based lesson starts with an opening question. The teacher might not even announce the topic for that day’s lesson.

This is a simple but highly effective way to get the attention of the students right off the bat. When someone is asked a question, they can’t help but to start trying to answer it. That’s just the way the human mind is built.

Since getting the attention of a class full of 1 st graders can be a challenge in and of itself, teachers need to make use of every tool in the box. Hence, the game “what’s in the box?”

If the lesson is about animal habitats, then the teacher can place different items that are in that habitat in a box. As the kids begin to guess what’s in the box, the teacher can pull out one item at a time.

Once a few items are on the table, then the kids can start to guess the name of the habitat and the animals that live in it. It’s a lot of fun for the kids and is a great way to exercise their cognitive processes.

2. Let the Kids do the Work

We often underestimate the ability of very young learners. They are actually a lot smarter than most people give them credit for. Of course, this is understandable; how smart can a child be when they have trouble putting on their own shoes?

But don’t be fooled. Inside their small little heads is a small little brain that is a lot stronger than its size would indicate.

We can see this demonstrated by giving them a chance to do things we didn’t think they could do. For example, when receiving a new set of obstacle course pieces for the playground, let the kids have a go at putting the equipment together.

The set might include some balance-beam pieces, standing hoops, jumping bars, and large plastic screws. Just spread the pieces out on the playground and let the kids try to figure out how they all fit together. You might be surprised at how quickly they do…and all without ever looking at the instructions.

3. The Bakery and the Marketer

At the heart of inquiry-based learning is the idea that students should do most of the thinking. Instead of the teacher distributing knowledge to the brains of students, the leg-work of a course from the minds of the students themselves.

This premise can be seen in a marketing course where the instructor announces the problem, and then the student must create the solution.

For example, students can be given the task of creating a unique marketing campaign for a failing bakery (or any other type of business).

While the instructor could apply some guidelines, such as the campaign should be digital or involve on-site experiences, it is best to provide as little guidance as possible.

Instructors often discover that students can be incredibly imaginative, and insightful. The less restrictive the instructions, the more creative the campaigns. 

4. Cultural Artifacts

Cultural artifacts are objects that remain from a given culture. They can include tools, pieces of garments or kitchenware, even items involved in various types of ceremonies.

In an older, more traditional type of anthropology course, the professor would present a lecture about a particular tribe or ancient culture. To supplement the lecture, the prof might bring along various objects that have been unearthed by archeologists or anthropologists during excavations.

However, in an inquiry-based lesson, the sequence of events in this lesson would be reversed. The professor would first present the artifacts to the students and say as little as possible.

The students would then engage in an analysis (slightly speculative) regarding what the object is and what purpose it served in that particular culture.

This somewhat “backwards” approach to teaching is exactly more engaging for the students. They become more immersed in the lesson. Their interest is piqued and if EEG sensors were attached to their scalps, a lot more cerebral activity would be detected than if they were just sitting in their seats listening.

5. Physics Experimentation

Students in a physics course can spend a lot of time going through formulas. The one for calculating force looks simple enough (F=ma), but that it can get a lot more complicated if you start adding variables for inclines and wind resistance.

To help students understand these concepts on a deeper, more holistic level, some physics teachers will designate a class completely devoted to experimentation.

The students are provided with all the necessary materials, including toy trucks, plastic ramps, objects of various weights, paper and assorted items that could be used to form structures to reduce wind resistance.

The students experiment with altering the various parameters and will form an understanding of the concepts in the formula in a way that could never be accomplished by calculations alone.

Theoretical Basis

The theoretical basis of inquiry-based learning is constructivism. This is a learning theory that emphasizes the importance of constructing knowledge rather than having information told to you by an authority figure.

It is based on the idea that humans learn through developing coherent ideas – called schema – in their minds. We don’t learn well when we’re just told information. Instead, we need to learn through trial and error, which helps us to formulate these cognitive schema.

In the process of actively learning, we don’t only come to know facts, but the underlying how and why of a fact. This context helps cognitive recall and ensures you have deep knowledge of the topic.

Inquiry-based learning embraces this idea of constructing knowledge rather than being told facts .

Through an inquiry situation, students aren’t just learning from a teacher – they’re learning from experience. They gather information, try our different sets of facts, and find the answers that make most sense.

Criticisms of Inquiry-based Learning

While an inquiry-based approach to learning is widely accepted as a strong pedagogical strategy, it does have some weaknesses.

Primarily, it doesn’t achieve standardization of curriculum for all student. It necessarily requires differentiation and allows student-led study, leading to different learning experiences for different students. This undermines the goal of ensuring all students have the same strong educational foundations by the end of compulsory schooling.

Similarly, it is difficult to achieve standardization of assessment during an inquiry-based approach. With build-in student-led learning, students aren’t all completing the exact same task in the exact same way. As a result, subjective assessment methods like performance-based assessment tend to be used, which don’t lead to normative and standardized grading standards.

Inquiry-based learning is a step away from traditional educational practices that disseminated information to passive students. Traditional pedagogy created learners that were ill-equipped to function at a high level in an increasingly complex society.

By creating learning environments that allow students to be more fully engaged and inquisitive, it creates learners that are skilled at critical-thinking and problem-solving.

Teachers can implement a wide range of activities and techniques that foster creativity , communication, and teamwork . The wonderful thing about inquiry-based learning is that it can be applied to nearly any subject at all grade levels, from preschool to graduate school.

Beyrow, M., Godau, M., Heidmann, F., Langer, C., Wettach, R., & Mieg, H. (2019). Inquiry-Based Learning in Design. Inquiry-Based Learning – Undergraduate Research (pp. 239-247). https://doi.org/10.1007/978-3-030-14223-0_22

Ernst, Dana & Hodge, Angie & Yoshinobu, Stan. (2017). What Is Inquiry-Based Learning? Notices of the American Mathematical Society, 64 . 570-574. https://doi.org/10.1090/noti1536

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.  Educational research review ,  14 , 47-61. Doi: https://doi.org/10.1016/j.edurev.2015.02.003

Seltzer, E. (1977). A comparison between John Dewey’s theory of inquiry and Jean Piaget’s genetic analysis of intelligence. The Journal of Genetic Psychology , 130 (2d Half), 323–335. https://doi.org/10.1080/00221325.1977.10533264

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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Inquiry-Based Learning and Student Engagement Essay

It is important to note that the educational process relies on student engagement and involvement in the knowledge and skills being taught. There is a wide range of approaches to induce greater student engagement. The prologue of the Black Ants and Buddhists, written by Mary Cowhey, is an outstanding demonstration of inquiry-based learning. However, the key challenge is to direct the topic of discussion by asking the right questions and organizing the conversation without being excessively intrusive.

The learning process becomes more engaging by making the topics of interest more relatable and connected to the real world. The case of the ‘black ants’ described in the book sparks a meaningful and valuable discussion about cleanliness, the importance of life, and collective planning (Cowhey, 2006). Although the situation began with an emotionally intense confrontation between ant-crushers and ant-preservers, the result was that the entire class was able to agree on keeping the classroom clean and tidy. However, the productive outcome of the situation was possible due to the teacher’s correct questioning and directing of the conversation. Therefore, it is a challenge to be able to determine the right time and correct type of question at each moment to guide the discussion in a beneficial manner.

In conclusion, asking the right questions and organizing the conversation without being excessively intrusive is the main challenge, but it is critical to direct the topic of discussion. The core benefit of such inquiry-based learning is that it naturally increases student engagement since it is their input that is necessary to drive the discussion. Such a model greatly improves student engagement inherently since it needs student input enabling an active model of studying.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades . Stenhouse Publishers.

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Five Strategies for Creating an Inquiry-Based Classroom

How can you activate the curiosity in students’ minds and get them excited about learning new topics or subjects? Meet inquiry-based learning, the teaching strategy that triggers your students’ curiosity and helps them develop their engagement and enthusiasm for learning.

What is inquiry-based learning?

From the Academy of Inquiry Based Learning , inquiry-based learning, “or IBL for short, is a broad range of empirically validated teaching methods that emphasize (a) deeply engaging students and (b) providing students with opportunities to authentically learn by collaborating with their peers.” Inquiry-based learning lets students decide what they want to learn about a particular subject and gets them to ask questions about things they aren’t familiar with. This type of learning helps educators to personalize the content their learners are receiving, enabling them to make it truly meaningful to students. Rather than just firing facts and statistics at your class, use these five strategies to help you build an inquiry-based classroom.

1. Don’t always answer questions from students

It may be tempting to just answer the questions that your students have about a lesson, but true learning isn’t about being spoon-fed the answer. Reply to student questions with questions directed back at them, and ask other peers to participate in the conversation. Additionally, you can show your students how to research the questions they have and arrive at their own conclusions. It’s not always about just finding the answer to a question—it’s about how a student reaches that conclusion.

2. Spend more time on projects and less time on lecturing

While a lecture or direct, teacher-led instruction can be effective, it’s not always the best way for students to learn. Be honest with yourself—how many lectures do you remember from your own schooling? You probably don’t recall many. But, how many projects do you remember? Project-based learning can be the best way to help activate the curiosity that lies dormant in the mind of your students.

3. Accept that no two classes will be the same

Assessment and understanding come in many shapes and sizes. If you teach multiple classes at the same grade level, understand that no two classes will be alike. Different groups of students learn in different ways, and that is completely fine. You may feel like one set of students is getting behind or ahead of another group with this approach, but if you keep track of what each class discussed, you’ll find you’re still able to fill in the learning gaps in upcoming lessons and allow each group of learners the time they require to develop necessary learning.

4. Include and encourage time for reflection at the end of every lesson

Reflection is an important part of growth for both you and your students. Encourage your students to take time to answer the following questions so that they can begin to self-reflect on how they learn best: What helped me to learn this concept best? What didn’t help me learn effectively? What did I enjoy learning about? You can tailor future lessons and projects based on these findings.

5. Learn alongside your students

In this type of classroom environment, you may need to relinquish a little control to allow students to shape the learning experience. Encourage collaboration, communication, and participation. Take this time to step back and observe how your students are learning while you maintain a clear set of learning objectives that you want your students to meet.

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Home / Essay Samples / Education / Learning Styles / Inquiry-Based Learning: Promoting Critical Thinking and Creativity

Inquiry-Based Learning: Promoting Critical Thinking and Creativity

• Category: Education
• Topic: Learning Styles , Study , Teaching

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Pros and Cons of IBL

Effectiveness of ibl, ibl pedagogical strategies, discovery approach, experimentation/investigation, problem-based learning (pbl), project-based learning, conclusion .

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