Inquiry-Based Learning
What is Inquiry-Based Learning?
Based on John Dewey’s philosophy that education begins with the curiosity of the learner, inquiry in the
classroom places the responsibility for learning on the students and encourages them to arrive at an
understanding of concepts by themselves. Lee et al. (2004) defined inquiry-based learning as 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” (p. 9). Students are supported in
developing their abilities to: ask good questions, determine what needs to be learned and what resources are
required in order to answer those questions, and share their learning with others.
Ai et al. (2008) highlight the following four elements central to inquiry-based learning:
Inquiry learning is an increasing independent endeavour of growth. Students develop skills around each
element of the inquiry process over time. One course may introduce some aspects of the inquiry process with a
great degree of guidance and facilitation from instructors. Advanced courses may expand to include all four
elements with students largely directing their own learning.
Why Teach Inquiry?
Self-direction is a critical skill for success in both post-secondary education and the workplace. Inquiry-based
approaches to learning encourage students to build valuable and transferable skills, including:
Realistic goal-setting and goal-tracking
Time- and priority-management
Information gathering, filtering, and integration
Critical thinking
Communication of ideas and learning
Self-assessment and reflection
Inquiry-Based Teaching Strategies
Consider which essential features best suit your inquiry-focused course. Teaching strategies will vary
depending on the degree of learner self-direction and direction provided by you the instructor.
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Learner engages in scientifically oriented questions
Learner gives priority to evidence in responding to questions
Learner formulates explanations from evidence
Learner connects explanations to scientific knowledge
Learner communicates and justifies explanations
As a case example, our colleagues at McMaster follow a particular approach to designing and facilitating
inquiry-based courses. They suggest that teaching through “inquiry” involves engaging students in the research
process with instructors supporting and coaching students at a level appropriate to their starting skills. Students
learn discipline-specific content while at the same time engaging and refining their inquiry skills. An inquiry
course:
Is question-driven, rather than topic- or thesis-driven.
Begins with a general theme to act as a starting point or trigger for learning.
Emphasizes asking researchable questions on the theme and coaches students in doing this.
Builds library, interview, and web search skills, along with the critical thinking skills necessary for
thoughtful review of the information.
Coaches students on how to best report their learning in oral or written form.
Provides some mechanism (interviews, drafts, minutes of group meetings, bench mark activities, etc.) to
help students monitor their progress within the course.
Draws on the expertise and knowledge of the instructor to model effective inquiry and to promote
reflection.
Resources for Designing Inquiry-Based Courses:
Instructional Design Models and Theories: Inquiry-based Learning Model
Explanation of 5 steps, principles of, and 4 types of inquiry-based learning.
Institute for Inquiry
Created in response to widespread interest in inquiry-based science instruction, the Exploratorium Institute for
Inquiry provides workshops, programs, on-line support, and an intellectual community of practice which
affords science reform educators a deep and rich experience of how inquiry learning looks and feels.
Guide to Curriculum Design: Enquiry-Based Learning
Guide produced by the Imaginative Curriculum Network (University of Manchester) to stimulate thinking and
promote good practice in curriculum design.
A Questioning Toolkit
Different types of questioning tools for students of all ages.
References
Ai, R., Bhatt, M., Chevrier, S., Ciccarelli, R., Grady, R., Kumari, V., … Wong, H. (2008). Choose your own
inquiry. Lanham, MD: University Press of America.
Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiryguided learning. In
V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15).
Sterling, VA: Stylus Publishing.
