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

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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.

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What is Inquiry-Based Learning? A Complete Guide for Educators

Published on: 11/30/2023

By Julia Bashore

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Inquiry-Based Learning is an educational approach where students actively engage in exploring questions, problems, or scenarios to gain a deeper understanding and knowledge discovery.

As educators, we all want certain things for our students.  We want them to learn the material they need to pass their grade, certainly, but we also want to help them become curious, self-driven lifelong learners.

As a teacher, I can tell you that this is no small order.  Faced with the pressure to make up for learning losses that occurred during the pandemic, many teachers may feel like most of their time in the classroom is spent simply “playing catch-up.”

By rethinking how we deliver content and engage our students, however, we might begin to see ways we can empower them to not only learn what the school district mandates, but also to become the independent, academically-minded individuals we know they have the potential to become.

I truly believe one of the best ways to make this a reality is by adapting Inquiry-Based Learning . Let me explain why…

What Makes Inquiry-Based Learning Different?

Inquiry-Based Learning is a way of teaching that puts the highest emphasis on student discovery.

In Inquiry-Based Learning situations, students are tasked with researching solutions to a meaningful problem.  Instead of, say, reading a chapter of the textbook and responding to questions or writing prompts, students must complete in-depth research to create or discover answers of their own.

In Inquiry-Based Learning, the teacher’s job is to facilitate students’ exploration, fostering critical and higher-level thinking, problem-solving abilities, comprehension of concepts, and enhancing their engagement and motivation to learn through science process skills.

Inquiry-Based Learning is less scripted than traditional classroom models.  Instead of memorizing facts or drilling repetitive strategies, students need to take an active role in answering the question or solving the challenge presented by the teacher.

Essentially, Inquiry-Based Learning puts students in the role of the researcher.  Instead of passive bystanders on the road to knowledge, the students in Inquiry-Based Learning classrooms are in the driver’s seat.

The Key to Making Inquiry-Based Learning Work

While there are many ways to make Inquiry-Based Learning work for your class, the main common factor is that students need to be curious about the topic at hand.

During my time as a teacher, I’ve found that when students are genuinely curious, they become self-motivated to dig deeper into a topic.  They start learning because they want to find the answers – not just because they want to get a good grade or because they’re scared of punishment.

Sparking curiosity is the key to promoting genuine inquiry in your class.  It’s the difference between students who are learning because they have to versus students who are learning because they want to.

In order to foster curiosity, the teacher needs to present the material in an exciting way.  One of the best ways to do this is to give students an intriguing question or challenge to begin the unit.  Modeling your own excitement and enthusiasm for the topic can also help students get on board.

This question your class focuses on will vary depending on the subject and grade level you teach.  A third-grade science classroom might wonder why the moon looks different in the sky at different times of the month, while an eighth-grade history class might marvel at the different ways ancient explorers used the stars to navigate the globe in centuries past.

Questions can be connected to just about any subject, from math to science to reading.  By tying in a real-world problem, a fascinating phenomenon, or an interesting piece of history, you’ll be able to get students to perk up their ears and actually start paying attention.  Pretty soon, they’ll be replying to your question with questions of their own, no matter what subject you teach.

As long as the question catches student interest and drives curiosity, it will provide the essential framework for Inquiry-Based Learning to begin.

Breaking it Down With Inquiry-Based Learning

Once students have had time to brainstorm and wonder about the anchor question or phenomena that’s sparking their curiosity, it’s time to jump into the real learning.  Read on to learn about the Inquiry-Based Learning process.

Present the Topic.

Present your topic, challenge, or question to your class as a whole group, and make sure to model your own curiosity and interest in the subject.

Once your students are hooked, give them plenty of time to record their own questions and ideas related to the topic.  Encourage students to ask questions and be curious. This can be done by posing open-ended questions and creating an environment where all questions are valued. Allowing them to start a mindmap or KWL chart (with spaces for what they Know, Wonder, and Learn) is a good way to let them get their ideas on the page.  Just giving them time to turn and talk to one another about what they’re thinking is another easy way to build the buzz around your topic.

Conduct the Research.

Students should use their questions as a springboard into researching answers and ideas related to the topic at hand.  Teachers can choose how to structure this research time.  Whether it’s done independently, in partners, or in small groups, students should be given ample time to access a variety of materials that will help them understand their topic better.

Ideally, some of your students’ research should involve real-world context.  Conducting an experiment, going on an in-person or virtual field trip, or simply getting to the school library for more in-depth work time all serve to enrich your students’ abilities to dig deep and really immerse themselves in the topic.

Remember, you want to give students the freedom to explore different paths and make mistakes. This trial-and-error process is crucial for deep learning.

Share Their Findings.

The payoff for working hard and building that knowledge base should be rewarding!  Let students share what they’ve discovered in a celebratory way.  Whether they’re teaching the class with a Google slide, presenting their own website full of facts they’ve found, displaying their own poster in the school lobby, or teaching their newfound skills to a younger grade level, finding a meaningful way to share what they’ve learned is an important part of the Inquiry-Based Learning cycle.

By making the end result matter in a context outside of the usual “hand it in, receive a grade” scenario, students will begin to place more value on the work they complete.  This creates a better work ethic and, you guessed it, even more independence and genuine inquiry into the topic.

Reflect on the Process.

When every student has had a chance to share their work, it’s important to give each member of the class a chance to reflect on their progress.  Allowing students to look back on how their understanding of a topic has grown can help them appreciate their own hard work, while also letting them gently identify areas they might need to strengthen in the future.

Taking the time to reflect on learning and research skills isn’t tied to just one project or unit of study, either.  Building students’ abilities to self-monitor and assess their own work is a skill that will serve them in every subject area and grade to come.

How to Make Inquiry-Based Learning Work For Your Class

Inquiry-Based Learning is endlessly flexible.  By following the four steps outlined above, teachers can then decide how they want their Inquiry-Based classroom to look.

Some teachers prefer a more open-ended research question, in which every student can choose their own topic and research it independently.  This might look like each student choosing a different problem or challenge to tackle, or allowing students to explore the solutions or ideas they find most interesting.

Others prefer a more structured and sequential research question.  This setting allows students to research according to predetermined steps and guidelines, and is especially useful for science experiments and classrooms. Teachers can offer close guidance to students during each part of the process while still allowing the students to do the heavy lifting (and learning!).

Regardless of which approach works best for you, Inquiry-Based Learning will be a success as long as student research, curiosity, and communication is at the heart of the process.

Who Benefits from Inquiry-Based Learning?

Because Inquiry-Based Learning can be scaled to suit any grade, it’s an ideal model for just about every educational level. Studies have even shown it to be effective at the university level. Teachers only need to make sure that the question or challenge they present to their students aligns with district standards and isn’t too easy or difficult.

No classroom is exactly alike, of course, and no two students are exactly alike either.  One of the most beneficial things about Inquiry-Based Learning is the ease with which teachers can scaffold the content to fit what every member of the class might need.

Students learning English as a second language might be able to conduct part of their research in their home language, or use translation software to assist them in writing.  Teachers could also pull English Language Learners as a small group to ensure that they’re able to grasp the material and don’t feel overwhelmed.

Similarly, students with Individualized Educational Plans who may have a physical or learning disability can also succeed with Inquiry-Based Learning.  Teachers can provide accommodations as needed to certain students while still allowing them to pursue the information that fascinates them.

Inquiry-Based Learning not only gives students the ability to be researchers.  It also allows them to become experts by the end of the unit.  This is especially empowering for students who may struggle with traditional “read-and-respond” style assignments.

By letting your students take an active role in finding answers, sharing knowledge, and teaching their newfound knowledge, you won’t only be making them smarter.  You’ll be making them more confident, curious citizens of the world.

Other Useful Resources

• What is Adaptive Learning?
• What is Just in Time Learning?
• What is Microlearning?
• What is Problem Based Learning?
• What is Project Based Learning?
• What is Service Learning?

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What is Service Learning? A Complete Guide for Educators

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Inquiry-Based Learning: A Comprehensive Guide for Teachers

Welcome to the world of inquiry-based learning!

If you’re reading this, chances are you’re already familiar with traditional forms of education, where the teacher is the primary source of knowledge. Students are expected to absorb information passively. However, inquiry-based learning flips this model on its head, putting students at the center of their learning journey and empowering them to ask questions, seek answers, and actively engage with the material.

But why should you consider incorporating inquiry-based learning into your classroom? Here are just a few of the many benefits:

Engagement in the Learning Process

One of the key benefits of inquiry-based learning is the ability to engage students in the learning process. When students are given the opportunity to explore a topic that interests them and are encouraged to ask questions and seek answers, they become more invested in the material. This can lead to increased motivation, attention, and retention of information.

Inquiry-based learning also provides an excellent opportunity for students to develop their critical thinking and problem-solving skills. By posing questions and seeking answers, students are encouraged to think critically about the topic and evaluate and analyze information. This helps them to develop the skills they need to solve complex problems and make informed decisions.

Working Together and Getting Creative

Foster Creativity and Innovation

Inquiry-based learning can also foster creativity and innovation in students. When students are free to explore a topic and come up with their own ideas and solutions, they are more likely to think outside the box and come up with creative and innovative approaches. This can be especially beneficial in subjects like science and technology, where students are encouraged to think creatively to solve real-world problems.

Encourage Collaboration and Teamwork

Inquiry-based learning can also be an excellent way to encourage collaboration and teamwork among students. When students work together to explore a topic and seek answers, they have the opportunity to share their ideas and perspectives and to learn from one another. This can help to build strong working relationships and foster a sense of community within the classroom.

Develop Communication Skills

Inquiry-based learning can also support the development of communication skills in students. By posing questions and seeking answers, students are encouraged to communicate their ideas and findings to their classmates and teachers. This can help them to develop their oral and written communication skills, as well as their ability to present information effectively.

Think About It

Support the Development of Higher-Order Thinking Skills

Inquiry-based learning can also be an excellent way to support the development of higher-order thinking skills in students. By encouraging students to think critically and to evaluate and analyze information, inquiry-based learning can help students to develop skills like analysis, synthesis, evaluation, and application. These skills are essential for success in higher education and in the workforce.

Support the Development of Self-Regulation and Metacognitive Skills

Inquiry-based learning can also support the development of self-regulation and metacognitive skills in students. By allowing students to take control of their learning and to set their own goals, inquiry-based learning can help students to develop self-regulation skills like time management, organization, and goal-setting. Additionally, by encouraging students to think critically about their learning and to reflect on their progress, inquiry-based learning can help them develop metacognitive skills like self-monitoring, self-assessment, and self-direction.

Inquiry-based learning can also be an excellent way to develop research skills in students. By posing questions and seeking answers, students are encouraged to find and evaluate sources of information and to use this information to support their ideas and conclusions. This can help them to develop the skills they need to conduct research effectively, whether for a school project or in their future careers.

Develop Digital Literacy Skills

In the digital age, it is more important than ever for students to develop digital literacy skills. Inquiry-based learning can be an excellent way to support the development of these skills, as students are often encouraged to use technology and the internet to find and evaluate information. This can help students to develop skills like internet search, online research, and digital citizenship.

In the Real World

Develop Real-World Problem-Solving Skills

Inquiry-based learning can also be an excellent way to develop real-world problem-solving skills in students. By encouraging students to think critically and to explore real-world issues and problems, inquiry-based learning can help students to develop the skills they need to solve complex problems and make informed decisions in their personal and professional lives.

Develop Cultural Competencies

Inquiry-based learning can also support the development of cultural competencies in students. By allowing students to explore different cultures and perspectives, inquiry-based learning can help students to develop an understanding and appreciation of diversity. This can be especially important in today’s globalized world, where cultural competency is essential for success in both education and the workforce.

Develop Global Citizenship Skills

Inquiry-based learning can also be an excellent way to develop global citizenship skills in students. By encouraging students to think critically about global issues and to consider the perspectives of others, inquiry-based learning can help students to develop the skills they need to be responsible and engaged global citizens.

Develop Ethical Reasoning Skills

Inquiry-based learning can also support the development of ethical reasoning skills in students. By encouraging students to think critically about ethical dilemmas and to consider different perspectives, inquiry-based learning can help students to develop the skills they need to make informed and ethical decisions.

Implementing Inquiry-Based Learning in the Classroom

Now that we’ve covered some of the many benefits of inquiry-based learning, you may wonder how to implement it effectively in your classroom. Here are a few best practices and strategies to consider:

Start small: If you’re new to inquiry-based learning, it can be helpful to start small and gradually build up to more complex projects. This can help you to get a feel for the approach and to identify any challenges or obstacles you may encounter.

Set clear goals and objectives: It’s important to have clear goals and objectives for your inquiry-based learning project so that students understand what is expected of them and can stay focused on their learning.

Encourage student choice: Allowing students to choose their own topics or projects can be an excellent way to engage them in the learning process and foster a sense of ownership over their work.

Use a variety of resources: Encourage students to use a variety of resources, including books, articles, websites, and interviews, to gather information and ideas for their projects.

Encourage collaboration: Inquiry-based learning can be an excellent opportunity for students to work together and learn from one another. Encourage students to collaborate and share their ideas and findings with their classmates.

Differentiate instruction: It’s important to remember that all students learn differently, so it’s essential to differentiate instruction to meet the needs of all learners. This may involve providing different resources or activities for students, or offering different levels of support or challenge.

Incorporate technology: Technology can be a powerful tool for inquiry-based learning, as it gives students access to a wealth of information and resources. Consider incorporating technology into your inquiry-based learning projects, whether it be through the use of computers, tablets, or other devices. Just be sure to teach students how to use these tools responsibly and ethically.

Assessing Student Learning and Progress in an Inquiry-Based Learning Environment

Effective assessment is essential for ensuring student learning and progress in any educational setting, and this is no different in an inquiry-based learning environment. Here are a few strategies and methods to consider:

Traditional assessments: While traditional methods of assessment, such as exams and quizzes, can still be useful in an inquiry-based learning environment, it’s important to keep in mind that they may not always be the most effective way to assess student learning.

Alternative assessments: Alternative assessment methods, such as projects, presentations, portfolios, and essays, can be more effective in an inquiry-based learning environment, as they allow students to demonstrate their knowledge and skills in a more authentic and meaningful way.

Formative assessments: Formative assessments, designed to provide ongoing feedback to students and teachers, can be beneficial in an inquiry-based learning environment. These assessments can help students to track their progress and to identify areas where they need additional support or challenge.

Summative assessments: Summative assessments, designed to evaluate student learning at the end of a unit or course, can also be useful in an inquiry-based learning environment. These assessments can provide a more comprehensive picture of student learning and can be used to inform instruction and make decisions about student progress.

Gathering and analyzing data: It’s essential to gather and analyze data on student learning and progress in an inquiry-based learning environment. This can be done through various methods, such as student self-assessment, teacher observation, and assessment of student work. By analyzing this data, teachers can identify areas of strength and areas where students may need additional support or challenge.

What is the Difference Between Inquiry-based learning and Project-based Learning?

Inquiry-based learning and project-based learning are similar in that they both involve students in active, hands-on learning experiences. However, there are some key differences between the two approaches.

Inquiry-based learning is an approach to education that focuses on students asking questions, seeking answers, and actively engaging with the material. It encourages students to explore a topic or issue, to think critically and creatively, and to come up with their own ideas and solutions. Inquiry-based learning is often open-ended and allows for student choice and creativity.

Project-based learning, on the other hand, is an approach that involves students in a long-term, in-depth investigation of a real-world problem or challenge. Projects often have a clear outcome or product, such as a presentation, report, or prototype. Project-based learning can be more structured than inquiry-based learning, as it often has specific goals and objectives that students must meet.

While both approaches involve active, hands-on learning, the focus of inquiry-based learning is on the process of exploring and discovering, while the focus of project-based learning is on the product or outcome. Both approaches can be effective in engaging students and supporting their learning, and many teachers use elements of both in their classrooms.

Inquiry-based learning is an approach to education that puts students at the center of their own learning journey and empowers them to ask questions, seek answers, and actively engage with the material. With its numerous benefits, including the development of critical thinking and problem-solving skills, the fostering of creativity and innovation, and the encouragement of collaboration and teamwork, it’s no wonder that inquiry-based learning is becoming increasingly popular in classrooms worldwide.

If you’re interested in incorporating inquiry-based learning into your classroom, we encourage you to explore the additional resources and references provided below. With careful planning and creativity, you can create an engaging and meaningful learning experience for your students.

Please comment and share if you found this helpful!

THANK YOU! 😊

Additional Resources and References

• The Inquiry-Based Learning Page ( https://www.inquirybasedlearning.org/ )
• Inquiry-Based Learning: What It Is and Why It’s Important ( https://www.edutopia.org/article/inquiry-based-learning-what-it-why-its-important )
• 10 Tips for Implementing Inquiry-Based Learning ( https://www.edutopia.org/article/10-tips-implementing-inquiry-based-learning )
• Assessing Inquiry-Based Learning ( https://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Assessing-Inquiry-Based-Learning.aspx )

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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: 11 Benefits of Fostering Curiosity and Critical Thinking

Inquiry-based learning is a dynamic and immersive educational approach that is reshaping classrooms worldwide. This pedagogical strategy turns the traditional model of instruction on its head by encouraging students to lead their own learning journey, fostering curiosity, exploration, and critical thinking skills. This blog post will delve into the principles and benefits of inquiry-based learning, providing valuable insights for educators seeking to invigorate their teaching methods and inspire their students.

Nurturing curiosity, critical thinking, and problem-solving skills is crucial in fostering Inquiry-Based Learning. This pedagogical approach encourages students to question, explore, and make sense of the world around them. By doing so, it instills a lifelong love for learning, cultivates intellectual curiosity, and empowers learners to seek knowledge independently. 

Critical thinking enables students to analyze information objectively and make reasoned judgments, fostering intellectual independence. Equally essential are problem-solving skills, which equip learners with the ability to devise effective solutions to challenges, promoting resilience and adaptability. Hence, nurturing these skills not only enriches the learning experience but also prepares students for a complex, rapidly-changing world.

Benefits of Inquiry-Based Learning

Inquiry-Based Learning (IBL) offers a wide range of benefits that contribute to a more effective and engaging educational experience for students. These benefits go beyond rote memorization and standardized testing, focusing on fostering skills and attitudes that are crucial for success in the modern world. Here are some of the key benefits of IBL:

1. Fostering Curiosity and Engagement

Inquiry-based learning taps into students’ natural curiosity by presenting them with intriguing questions and real-world problems to solve. This approach ignites their interest, driving them to explore topics in-depth and stay engaged throughout the learning process.

2. Developing Critical Thinking Skills

Inquiry-based learning encourages students to think critically and analytically. They must evaluate information, analyze evidence, consider multiple perspectives, and make informed decisions. These skills are essential for making sense of complex information and navigating the challenges of the 21st century.

3. Promoting Problem-Solving Abilities

By grappling with open-ended questions and real-world challenges, students develop strong problem-solving skills. They learn to approach problems systematically, apply creative thinking, and devise effective solutions – a valuable skill set for both academic and real-life scenarios.

4. Encouraging Active and Self-Directed Learning

Inquiry-based learning places students in the driver’s seat of their education. They actively seek out information, conduct research, and construct their understanding. This self-directed learning approach equips students with the ability to take ownership of their education beyond the classroom.

5. Building Communication and Collaboration Skills

Collaborative learning is integral to Inquiry-based learning. Students work together, exchange ideas, and engage in discussions to solve complex problems. This enhances their communication skills, teaches them how to collaborate effectively, and prepares them for teamwork in diverse settings.

6. Enhancing Information Literacy

In an era of vast information availability, IBL teaches students how to find reliable sources, critically evaluate information, and distinguish between credible and unreliable content. These skills are essential for making informed decisions in a data-rich world.

7. Cultivating Lifelong Learning Habits

Inquiry-based learning nurtures a love for learning that extends beyond formal education. Students develop the mindset and skills to seek out information, ask questions, and continue learning throughout their lives, adapting to new challenges and opportunities.

8. Empowering Creativity and Innovation

Inquiry-based learning encourages students to think outside the box, experiment with ideas, and generate innovative solutions. This creative approach helps students develop an entrepreneurial spirit and adapt to rapidly changing industries and technologies.

9. Increasing Retention and Deep Understanding

Inquiry-based learning promotes meaningful learning by connecting new information to existing knowledge and personal experiences. This approach enhances retention and fosters a deeper, more comprehensive understanding of concepts.

10. Preparation for Real-World Challenges

Inquiry-based learning simulates real-world problem-solving scenarios, better preparing students for the challenges they will face in their personal and professional lives. The skills developed through IBL are directly applicable to a wide range of situations.

11. Boosting Intrinsic Motivation

Engaging in self-directed exploration and problem-solving inherently boosts students’ intrinsic motivation to learn. The sense of accomplishment that comes from finding solutions to complex questions or issues serves as a powerful motivator.

Incorporating Inquiry-based learning into education nurtures well-rounded individuals equipped with the skills, attitudes, and habits necessary for success in a rapidly changing world. By fostering curiosity, critical thinking, and collaboration, IBL empowers students to become lifelong learners and active participants in their own education.

Understanding Inquiry-Based Learning

Inquiry-Based Learning (IBL) is a dynamic and student-centered approach to education that encourages learners to seek answers to their questions through exploration and investigation. In this framework, education becomes less about memorizing facts, and more about constructing knowledge and understanding through the process of inquiry. In essence, IBL puts the student in the driver’s seat of their learning journey, stimulating curiosity, critical thinking, and problem-solving skills.

The role of questions in this learning process cannot be overstated. Questions serve as the catalysts that ignite the spark of curiosity in learners, inspiring them to embark on a quest for knowledge. These are not merely answers to be found, but challenges to be unraveled. They provide direction to the learning process, guiding learners as they navigate the vast seas of knowledge. Every answer found opens up new questions, keeping the cycle of inquiry alive, and establishing a lifelong love for learning.

Key Features of Inquiry-Based Learning

Inquiry-Based Learning (IBL) is characterized by several key features that distinguish it from traditional teaching methods. These features emphasize active engagement, critical thinking, and student autonomy in the learning process. Let’s discuss these features in more detail:

1. Open-Ended Questions and Problems

In IBL, learning begins with thought-provoking questions or real-world problems that do not have a single correct answer. These questions encourage students to explore, research, and investigate various perspectives and solutions, fostering deeper understanding and curiosity.

2. Student Autonomy and Ownership of Learning

IBL places students at the center of their learning journey. They have the freedom to choose their topics, formulate their own questions, and design their research strategies. This autonomy cultivates a sense of responsibility for their education and enhances intrinsic motivation.

3. Collaborative Learning and Peer Interaction

Collaboration is a crucial component of IBL. Students are encouraged to work together in groups, share ideas, discuss findings, and provide feedback to one another. This collaborative environment mirrors real-world scenarios and promotes teamwork and effective communication skills.

4. Active Engagement and Exploration

IBL encourages active participation and hands-on experiences. Students engage in experiments, fieldwork, research, and projects that require them to apply theoretical concepts to practical situations. This active involvement deepens comprehension and helps retain knowledge.

5. Real-World Relevance

IBL connects classroom learning to real-life contexts. By addressing authentic problems or issues, students recognize the relevance of their studies in the broader world. This approach enhances motivation and helps students see the practical applications of what they are learning.

6. Critical Thinking and Problem-Solving

Critical thinking is at the heart of IBL. Students are challenged to analyze information critically, evaluate evidence, make informed judgments, and develop creative solutions to complex problems. This cultivates higher-order cognitive skills essential for lifelong learning.

7. Iterative Process of Inquiry

IBL is not a linear process; it involves iteration and refinement. Students continually refine their questions, hypotheses, and methodologies based on new information and insights gained during their investigation. This iterative approach mirrors the dynamic nature of real-world problem-solving.

8. Instructor as a Facilitator

In IBL, educators take on the role of facilitators rather than authoritative lecturers. They guide students’ inquiries, provide resources, and support the learning process, while allowing students to take the lead in their exploration.

9. Interdisciplinary Connections

IBL often encourages interdisciplinary learning, as students explore topics that cross traditional subject boundaries. This approach highlights the interconnectedness of knowledge and prepares students to address complex, multifaceted challenges.

10. Emphasis on Process and Reflection

The learning process itself is emphasized in IBL, not just the final outcomes. Students engage in reflection, self-assessment, and metacognition, helping them understand how they learn, what strategies are effective, and how to improve their learning skills over time.

Incorporating these key features of IBL into teaching practices can have a transformative impact on education. By fostering curiosity, critical thinking, collaboration, and independent learning, IBL equips students with the skills and mindset needed to thrive in an ever-evolving world.

Implementing Inquiry-Based Learning

Implementing Inquiry-Based Learning (IBL) involves creating an environment that supports student-driven exploration, critical thinking, and active engagement. Here are some key strategies and methods for successfully implementing IBL in the classroom:

1. Design Thought-Provoking Questions

Start with open-ended questions that stimulate curiosity and prompt investigation. These questions should encourage students to explore, analyze, and seek out information to develop their understanding.

2. Choose Real-World Problems

Select problems that are relevant to students’ lives and have real-world applications. This helps students see the value and significance of their learning and motivates them to find solutions.

3. Provide Autonomy and Choice

Allow students to choose topics or areas of interest within a broader theme. Giving them ownership of their learning empowers them to take responsibility for their education and explore areas they are passionate about.

4. Structure Inquiry Phases

Guide students through the inquiry process by breaking it into manageable phases. These phases might include asking questions, researching, analyzing data, brainstorming solutions, and presenting findings.

5. Utilize Multiple Learning Resources

Offer a variety of resources such as books, articles, videos, and online platforms to support students’ research. Encourage them to explore diverse sources and evaluate their credibility.

6. Facilitate Collaborative Learning

Foster a collaborative environment where students work in groups to share ideas, brainstorm solutions, and engage in discussions. Collaboration enhances critical thinking and communication skills.

7. Provide Scaffolding

Offer guidance and support as needed, especially at the beginning of the inquiry process. Gradually reduce assistance as students become more comfortable with self-directed learning.

8. Use Inquiry-Based Projects

Assign projects that require students to investigate, research, and present their findings. These projects can take various forms, such as presentations, reports, debates, or multimedia creations.

9. Encourage Reflection

Incorporate reflection periods where students evaluate their progress, the strategies they’ve used, and the challenges they’ve encountered. This helps them develop metacognitive skills and improve their learning approach.

10. Leverage Technology

Use technology tools to facilitate research, collaboration, and presentation. Online databases, research platforms, and communication tools can enhance the inquiry process.

11. Promote Questioning Skills

Teach students how to formulate effective questions. Encourage them to ask both lower-level and higher-order questions to guide their investigations.

12. Provide Flexibility in Assessment

Rethink traditional assessment methods. Consider using rubrics, peer evaluations, self-assessments, and portfolios that emphasize the learning process and growth rather than just final outcomes.

13. Incorporate Fieldwork and Experiments

Engage students in hands-on experiences, field trips, and experiments to apply theoretical concepts in practical settings. These experiences deepen their understanding and appreciation for the subject matter.

14. Model Inquiry

Demonstrate the inquiry process by engaging in discussions, conducting research, and asking questions yourself. Your enthusiasm for learning will inspire students to do the same.

15. Adapt to Individual Learning Styles

Recognize that students have different learning styles and paces. Provide opportunities for independent work, group activities, and one-on-one guidance to accommodate diverse needs.

16. Create a Safe Learning Environment

Foster a classroom atmosphere where students feel comfortable asking questions, taking risks, and expressing their thoughts without fear of judgment.

17. Share Success Stories

Share examples of previous students’ successful inquiries to inspire and motivate current learners. This can demonstrate the potential outcomes of the inquiry process.

Remember that the implementation of IBL may require adjustments and experimentation. It’s important to be flexible, responsive to student needs, and open to refining your approach based on the feedback and outcomes you observe.

Overcoming Challenges in Inquiry-Based Learning

Overcoming challenges in Inquiry-Based Learning (IBL) necessitates strategic planning and implementation. Here are some ways to address common obstacles:

1. Time Constraints

IBL requires more time than traditional teaching methods. To manage this, plan ahead, clearly establish learning objectives, and ensure the inquiry questions are concise yet thought-provoking. Incorporate time-saving tools like online collaboration platforms to enhance efficiency.

2. Lack of Resources

Lack of appropriate resources can inhibit IBL. Teachers can overcome this by using open-source resources available online, partnering with local organizations for field trips, or engaging industry professionals to provide real-world insights.

3. Student Resistance

Students accustomed to traditional learning methods may resist IBL. Gradual introduction of IBL, along with continuous guidance and encouragement can alleviate this issue. 

4. Assessment Difficulties

Assessing IBL activities can be challenging due to their open-ended nature. Rubrics designed specifically for IBL, focusing on critical thinking, collaboration, and problem-solving skills, can be used to evaluate student performance effectively.

5. Teacher Preparation

Educators may find it difficult to shift from direct instruction to a facilitator role. Professional development, collaborative planning, and peer support can equip teachers with the necessary skills for implementing IBL.

While challenges exist, they can be overcome with strategic planning, resourcefulness, gradual implementation, and an appropriate assessment approach. In the end, the benefits of IBL — enhancing students’ critical thinking, problem-solving skills, and fostering a love for learning — far outweigh the challenges.

Inquiry-Based Learning serves as a powerful tool in the educational landscape, fostering curiosity, encouraging critical thinking, and nurturing lifelong learning habits in students. By shifting the focus from mere information delivery to active exploration, this approach motivates learners to take ownership of their education, leading to a deeper understanding and appreciation of the subject matter. Remember, the goal is not just to teach, but to inspire a thirst for knowledge that transcends the confines of the classroom.

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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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For the vast majority of us, our high school history and social studies classes involved either a lot of memorization, a lot of movies, or both. Either way, they didn’t involve a lot of wondering, investigation, grey area, or multiple right answers.    

Now we know these things are the core of teaching these courses well. Thank goodness! Unfortunately, however, so many of the inquiry-based learning models out there feel too idealistic and impractical to implement in a real classroom.

If history and the social sciences are naturally intriguing (because, really—why  do  we do what we do as humans, right?), then it doesn’t seem right to me that we should be overcomplicating it.  

So let’s break down building your first inquiry-based unit into a handful of clear, doable steps with some examples to boot!Then, once you’re ready to move on to creating your assessment, check out my guide on  teaching scaffolded social studies writing ,   which picks up where this post ends. 

Here are the 5 steps you need to create your first, great inquiry-based social studies unit. 

1. Decide your inquiry unit’s central concept

2. write your inquiry unit’s central question, 3. focus learning with a graphic organizer, 4. find a variety of primary sources, 5. tie every activity to your inquiry question.

The first step in transforming your unit to be inquiry-based is deciding the central concept. This functions as your focus for the entire unit. It should be abstract, but something students have incoming understanding of regardless of their ability level. If you must define it for them, it’s not a good central concept.

This central concept is crucial because in inquiry-based learning, you want to laser-focus students on one thing. 

For example, transform your Gilded Age unit by focusing on the innovations and advancements made, using “ opportunity ” as your central concept. If you want the focus more instead on the role of government at the time, then a concept like “ laissez-faire ” or “ welfare ” (à la U.S. Constitution Preamble) would make more sense.

If needed, it’s better to form two or three mini units to cover a large era, each with its own focus, rather than trying to cover too many concepts all as part of one unit.

Notice the central concept is not the unit’s topic. The topic in a history class is the historical era. 

In Civics, your unit topics are usually things like  Principles of the Constitution ,  Elections and Political Parties , or  Three Branches of Government . But your central concepts for those units could be “ democracy ,” “ voting ,” and “ representation, ” respectively (at least, those are the ones I use for my units!)

This distinction matters because it will forge the decision making for the rest of your unit planning. 

Once you have a clear central concept, your unit’s driving inquiry question will almost write itself. That’s because you’ve already determined your intended takeaway—you just didn’t realize it!

Take our Gilded Age unit, for example. If you want to focus on “ opportunity ” then you already decided that you want students to grapple with the unimaginable wealth and poverty that existed simultaneously.

The two most important things to remember about great inquiry questions are:

They need to be short and easy-to-understand from the first day of the unit.  Your kids may not know the answer to the question on day 1, but they should understand what it’s asking. If you’re having to unpack the question, then it needs to be simplified. 

They don’t have a single right answer.  Both sides should be equally arguable. However, be careful to not have a question that lets a student argue against something that’s non-negotiable, like the dignity and basic rights of all people. For example, avoid questions that ask students if westward expansion was inevitable or justifiable, which can dismiss the devastation that occurred to tribes living on those lands. 

With those two rules in mind, your Gilded Age question could be,  “Was late 1800s America the land of opportunity?”  Short and simple to ask; complex and nuanced to answer.

Here are some other examples from across my various classes:

US History:   “What makes an American hero?”  from my  American Hero thematic unit

Civics:   “How are my Constitutional rights decided?”  from my  Bill of Rights unit

Global Issues:   “Am I in the majority or minority of the world’s population?”  from my  World Population and Poverty unit

Next, determine what kind of mental organization your question is requiring students to do. If it’s a this-or-that with two sides, then a T-chart is your go-to. If it’s a comparison, then a Venn diagram. If it’s a “how much” gradient question, then you need to use a continuum line. If it’s a cause/effect, then an input and output flow chart is what you need.

Create a single-sheet graphic organizer for students to add quick bullet-point notes after each activity throughout your unit. Coming back to our Gilded Age question, students would fill in a T-chart with columns labeled “opportunity” and “hardship.”

With your graphic organizer decided, it should be clear what sorts of topics students will need to examine. Now you just need to go hunting for your sources. 

Continuing with the Gilded Age unit as an example, your sources could include photographs of Vanderbilt mansions, an excerpt of Andrew Carnegie’s “Gospel of Wealth” essay, Currier and Ives illustrations of technological advancements, political cartoons criticizing the wealthy, narratives of immigrants excited to be Americans, Jacob Riis and Lewis Hine photographs, data charts about income levels—so many options!

The idea is that you pull together a collection of sources that support all the sides of the inquiry question.

If you want to focus on a particular skill with this unit, too, say  analyzing political cartoons  or  writing analytical sentences , then be sure you choose sources to support that work. 

For example, in my  Foundations of American Values unit , we explore 1800s activists’ writings and art for their use of persuasive appeal. 

So I incorporate a few examples each from the abolition, labor, and women’s rights movements, as well as from tribal leaders resisting their people’s removal. Then with the sources, we also analyze them for their use of persuasive devices.

The strongest way to do this is with students highlighting and annotating their work after they’ve finished exploring it. 

For the Gilded Age example, dedicate one color as “opportunity,” and one as “hardship.” Then have your students cover that presidential speech, their notes from a movie clip, or the collection of data charts and photograph they examined in those two colors. 

Next is when that graphic organizer comes into play. Make the final step of any activity be adding a few examples from it to the unit graphic organizer. By the end of the unit, your students will literally see their thinking about everything covered and be able to quickly develop their personal position on the unit’s no-right-answer inquiry question. 

For example, in my  Three Branches of Government unit , we highlight everything in three colors: “very,” “sort of,” and “not really” to work towards answering the question, “ How democratic is America’s government? ” 

Our graphic organizer is a grading scale continuum line that we add to as we go with very short bullet points of things learned, like “two four-year terms for President” or “Senate filibuster rule.”

This work done during the unit makes the end-of-unit heavy thinking go so much more smoothly. Students can more quickly form their positions and outline their essays, leading to much stronger writing. This is especially crucial for students who need extra scaffolding. 

To learn how to best support your social studies students in writing formal essays, check out my blog post  How to Scaffold Social Studies Essay Writing Like a Pro . It continues where this post leaves off, and gives you an overview of my favorite class period—Essay outlining day!

Feature image credit: The Rising Engineer via Pexels.com 

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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]

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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

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• 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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