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Problem-Based and Inquiry-Based Learning: What’s the difference?

Sep 30th, 2019 by Kathryn Mulholland

“If your goal is to engage students in critical thinking… you need to present interesting challenges to solve, rather than simply explaining how other smart people have already solved those challenges.” – Therese Huston

Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation. Both methods offer students interesting problems to consider. And research shows that both PBL and IBL are effective models of learning. 

So, what’s the difference between the two?

According to Banchi and Bell [4], there are four different levels of inquiry.

• Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance.
• Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure. 
• Guided Inquiry: Students investigate a teacher-presented question using student designed or selected procedures.
• Open Inquiry: Students investigate questions that are student formulated through student designed or selected procedures.

Most academics define Inquiry-Based-Learning as a pedagogy that is based on one of these levels. So IBL can be as methodical as guiding students through a procedure to discover a known result or as free-form as encouraging students to formulate original questions. For example, in a Physics laboratory, suppose the topic is Newton’s Second Law of Motion. The lab instructions could define a procedure to record the mass and impact force of various objects. Multiplying the mass by the acceleration due to gravity, the students should recover the force they recorded, thus confirming Newton’s Second Law.

Problem-Based-Learning can be classified as guided inquiry where the teacher-presented question is an unsolved, real-world problem. For example, in a Middle Eastern Studies course, the main problem posed by the instructor could be “Propose a solution to the Israeli–Palestinian conflict.” This question will motivate the study of the history of the region, the theological differences between Judaism and Islam, and current events. At the end of the semester, students would be expected to present and justify their solution. 

Therefore, using the definition above, PBL is a type of IBL .

PBL is great because it motivates course content and maximizes learning via investigation, explanation, and resolution of real and meaningful problems. At any level, inquiry can be an effective method of learning because it is student-centered and encourages the development of practical skills and higher-level thinking. 

As you plan for your next class, I invite you to reflect on your method of content delivery. Is it motivated? How? Would your students benefit from a day based on inquiry?

References.

• Inquiry Based Learning. University of Notre Dame Notes on Teaching and Learning. https://sites.nd.edu/kaneb/2014/11/10/inquiry-based-learning/ .
• Problem-Based Learning. Cornell University Center for Teaching Innovation . https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning .
• Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A. (2007). “Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)”. Educational Psychologi st. 42 (2): 99–107. doi : 10.1080/00461520701263368 .
• Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children.

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

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

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

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

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

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

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

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

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There are four types of inquiry-based learning:

1. The Structured Inquiry Approach

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

2. The Open-Ended Inquiry Approach

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

3. The Problem-Based Inquiry Approach

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

4. The Guided Inquiry Approach

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

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

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

1. Encourages critical thinking

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

2. Improves problem-solving skills

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

3. Encourages creativity

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

4. Improves communication skills

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

5. Connects learning to the real world

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

6. Helps students understand complex topics

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

7. Encourages engaged learning

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

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

1. Science Experiments

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

2. Field Trips

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

3. Classroom Debates

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

4. Projects

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

5. Group Work

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

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

1. Start with a Question

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

2. Allow for Exploration

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

3. Encourage Discussion

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

4. Provide Resources

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

5. Summarize What Was Learned

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

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

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

1. The Question Model

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

2. The Problem-Based Learning Model

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

3. The Project-Based Learning Model

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

4. The Inquiry Cycle Model

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

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

What is the importance of inquiry-based learning?

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

What is the definition of inquiry-based learning?

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

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

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

How do you plan an inquiry-based lesson?

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

What are the five guiding questions of inquiry?

The 5 guiding questions of inquiry are:

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

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

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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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• Inquiry-Based Learning: An Introduction to Teaching Strategies

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

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

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

Providing Meaningful Assignments

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

Offering Timely Feedback

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

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

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

2.Dialogue:

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

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

Shahid Lakha

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

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Inquiry-based learning

On this page:, what is it.

Inquiry-based learning is an education approach that focuses on investigation and problem-solving. Inquiry-based learning is different from traditional approaches because it reverses the order of learning. Instead of presenting information, or ‘the answer’, up-front, teachers start with a range of scenarios, questions and problems for students to navigate.

Inquiry-based learning prioritises problems that require critical and creative thinking so students can develop their abilities to ask questions, design investigations, interpret evidence, form explanations and arguments, and communicate findings.

How does it help?

Students learn key STEM and life skills through inquiry-based learning. Inquiry-based learning also promotes:

• Social interaction. This helps attention span and develops reasoning skills. Social interaction encourages students to generate their own ideas and critique in group discussions. It develops agency, ownership and engagement with student learning .
• Exploration. This allows students to investigate, design, imagine and explore, therefore developing curiosity, resilience and optimism.
• Argumentation and reasoning. This creates a safe and supportive environment for students to engage in discussion and debate. It promotes engagement in scientific discussion and improves learning of scientific concepts. It encourages students to generate questions , formulate positions and make decisions.
• Positive attitudes to failure. The iterative and evaluative nature of many STEM problems means failure is an important part of the problem-solving process. A healthy attitude to failure encourages reflection, resilience and continual improvement.

How do you do it?

• set a challenge for students
• encourage active student investigations
• make generalisations
• For more information on inquiry-based learning and examples of classroom strategies. Griffith University has prepared a useful resource.

Want to know more?

Research reports.

• STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics - Science Education International Vol. 27, Issue 4, 2016, 530-569
• Opening up pathways : Engagement in STEM across the Primary-Secondary school transition. A review of the literature concerning supports and barriers to Science, Technology, Engineering and Mathematics engagement at Primary- Secondary transition. Commissioned by the Australian Department of Education, Employment and Workplace Relations. June, 2008
• Studies in Science Education - Volume 44, 2008 - Issue 1 - Students' questions: a potential resource for teaching and learning science
• From concept to classroom Translating STEM education research into practice - Australian Council for Educational Research - June 2016

Case study: reSolve: Mathematics by Inquiry

reSolve: Mathematics by Inquiry is a national program to help teachers adopt inquiry-based methods when teaching primary and secondary mathematics. The reSolve approach encourages students to ask questions, test ideas, seek meaning and explain reasons. reSolve provides classroom resources, professional learning modules and a protocol that underpins excellent inquiry-based teaching and learning. It also trains ‘reSolve Champions’: teachers and leaders who take the messages and resources of reSolve into the wider mathematics teaching community. Approximately 300 teachers and leaders have either completed or are undertaking a 12-month professional learning program to become reSolve Champions. The reSolve program is funded by the Australian Government Department of Education Skills and Employment.

• Our Mission

Bringing Inquiry-Based Learning Into Your Class

A four-step approach to using a powerful model that increases student agency in learning.

Adopting an inquiry-based learning (IBL) approach in my classroom has been the most meaningful change I have made in my teaching. The benefit of increased student agency in learning, the authentic connections we make to the world around us, and the 21st-century skills IBL nurtures are great reasons to explore how inquiry can enhance what you are doing in your classroom.

But with great opportunity come challenges all educators should consider before diving into inquiry. Perhaps one of the greatest mistakes the inquiry teacher can make is to give too much agency over learning to learners too soon. Many teachers get so inspired by the Free Inquiry process I share at conferences, as well as the demonstrations of learning students produce, that they have their students dive right into Free Inquiry when they make this powerful change in their teaching. In my experience, without scaffolding students will not feel as confident or supported through their inquiry journey.

The Types of Student Inquiry

The Types of Student Inquiry are a scaffolded approach to inquiry in the classroom, one that gradually increases student agency over learning while providing learners with the necessary skills, knowledge, and understanding to be successful in their inquiry.        

In the shallow end of the Types of Student Inquiry pool, Structured Inquiry gives the teacher control of the essential question, the starting point—for example, “What defines a culture?” or “What is the importance of the scientific method?” These questions are not answered in a single lesson and do not have a single answer, and, in fact, our understanding of an essential question may change over time as we research it. In Structured Inquiry, the teacher also controls specific learning activities, the resources students will use to create understanding, and the summative assessment learners will complete to demonstrate their understanding.

In Controlled Inquiry, the teacher provides several essential questions. Learners unpack several resources predetermined by the teacher to provide valuable context and rich meaning relative to the essential questions. All learners typically demonstrate their understanding using the same summative assessment.                  In Guided Inquiry, the teacher further empowers student agency by providing several essential questions, having the students select the resources they will use to research their answers, and allowing them to choose how they will demonstrate understanding. Student agency over learning comes through this selection of resources and the summative assessment.

And finally, in the deep end of the inquiry pool, Free Inquiry allows learners, with the support of the teacher, to construct their own essential question, research a wide array of resources, customize their learning activities, and design their own summative assessment to demonstrate their learning.

How Are the Types of Student Inquiry Helpful?

Inquiry is most successful when strongly scaffolded. The Types of Student Inquiry act as a scope and sequence to support learners in their journey toward Free Inquiry. In my classroom, we begin in a Structured Inquiry model, transition to a Controlled Inquiry unit, move on to Guided Inquiry, and if all goes well, conclude in Free Inquiry. These four types of inquiry make up our time together in the course.

This structure allows us to successfully address the curriculum and the “must know” content and skills of each discipline, grade level, and course. In the Structured, Controlled, and Guided units, I plan to achieve specific learning objectives and unpack particular resources in order to best prepare my learners for whatever summative assessment they will see at the end of our time together. Whether it’s a provincial, state, or governing body exam or the SAT, I ensure that this material is learned during the types of student inquiry I have more control over.

Students should feel connected to their learning, certain about how to plan their inquiry, and comfortable with its responsibility. The Types of Student Inquiry structure our coursework and learning in a gradual release of control model, one where students learn essential inquiry skills throughout the year rather than being thrown into the deep end of the inquiry pool right away.

Each of my students has a copy of the swimming pool illustration above, and it hangs on our classroom wall. It illustrates the gradual increase of student agency our inquiry journey will provide, the changing skill set the inquiry learner will gain, and the ever-transforming role of the teacher. It also allows me to speak to the questions, concerns, or anxieties students may encounter in their inquiry. The swimming pool analogy illustrates that we won’t go anywhere in the pool until the learner is prepared to do so and that I’m always there to provide support, whether it be in the pool or facilitating from the side.

How to Move Forward in Adopting Inquiry

First, look through the lens of your learners when considering how you want to shape your classroom. Keep them at the heart of your decisions. Think of them as you plan what inquiry will look like in your classroom, imagine how they will respond to the gradual increase in agency, and question how you can best meet their needs.

Second, think big and start small. Take some time to imagine the inquiry classroom you want in a few years and begin to plan to make this dream a reality. Start with a unit you love or that you’ve seen resonate with your learners. Revamp it to begin with an essential question and frame it in one of the Types of Student Inquiry. At the end, reflect with your learners on how it went.

And last, try to become comfortable with the mess of uncertainty. Even with the scaffolding of the Types of Student Inquiry and the many structures I have in place to support increasing student agency, inquiry doesn’t offer a clear destination. What essential questions learners ask, what resources they will unpack, and what new understandings they create are all initially unknown when we begin our inquiry journey. Be prepared for this and for your learners to need support in adopting inquiry as their own.

• Case, scenario, problem, inquiry-based learning
• Teaching guidance
• Teaching practices
• Active learning

Facilitate students to apply disciplinary knowledge, critical thinking and problem-solving skills in safe, real-life contexts.

Case, scenario, problem and inquiry-based learning are active learning strategies suitable for a face-to-face, online or hybrid environment. These approaches require students to apply their disciplinary knowledge, critical thinking and problem-solving skills in a safe, real-world context.

Case-based learning (CBL) presents students with a case or dilemma situated in an authentic context, which they are required to solve. Students are provided with background, situation and supporting data. They can work individually or as a group. The course coordinator takes on a facilitator’s role to guide learning rather than dictate answers.

Scenario-based learning (SBL) uses interactive scenarios based on the principles of situated learning theory (Lave & Wenger, 1991). It works by simulating real-world practice, provide safe opportunities to engage in situations that may be otherwise difficult for students to experience in their studies.

Problem-based learning (PBL) supports learning through an enquiry-guided method for students to solve a real-life problem. Students use ‘triggers’ derived from the problem to define their own learning outcome/objectives. There is a specific, guided methodology for implementing PBL.

Inquiry-based learning (IBL) encourages students to explore material, ask questions, and share ideas in small groups with guided learning. It uses a constructivist approach with the goal for students to make meaning, guided by the Course Coordinators.

Best practice

Technology considerations, case studies, references and further reading, case-based learning (cbl).

A case study is generally based on real situations (names and facts often changed to ensure anonymity). Many case studies include supporting data and documentation and require students to answer an open-ended question or develop a solution(s). The facilitator has an active role in shaping questions that will guide students in their learning.

Most effective cases:

• are developed in line with defined learning objectives
• have an educational purpose
• are authentic and relevant
• draw on common/typical scenarios
• consider dilemmas to promote decision-making
• add supporting data where necessary, and
• have relatable characters, and some include the voice of characters (e.g. patients) to add drama and realism.

In facilitating case-based learning:

• Give students ample time to read and think about the case. You can provide the case before class.
• Introduce the case briefly and provide some guidelines for how to approach it.
• Create groups (ideally 3–6 students) and monitor them to ensure everyone is involved.
• Have groups present their solutions/reasoning.
• Ask questions for clarification and to move discussions to another level.
• Synthesise issues raised. Be sure to bring the various strands of the discussion back together at the end. Ask groups to summarise their findings and compare group responses. Help the whole class interpret and understand the implications of their solutions.

(Adapted from Case Studies , Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University)

Scenario-based learning (SBL)

Scenarios put students in a simulated context to provide rich learning experiences.

When designing a scenario:

• Identify the learning outcomes . It is important to identify what you want students to achieve on completing the scenario and then work backwards from the learning outcomes to create the situation that will lead to this learning. 
• Decide on your format . Is your scenario delivered in face-to-face or online environments? What media (photographs, audio, video) and other resources will you need? If you use an online scenario, will you provide other supporting activities, such as wikis, discussion forums, etc.?
• Choose a topic . Remember that non-routine tasks lend themselves to scenario-based learning. Consider using ‘critical incidents’ and challenging situations that have occurred in your subject area.
• Identify the trigger event or situation . This will be the starting point of your scenario. As you create the scenario, identify decision points and key areas for feedback and student reflection. Creating a storyboard is an effective way to do this.
• Peer review your scenario . Ask colleagues to work through the scenario to ensure that it flows in the way you expect and achieves the outcomes you intended.

Problem-based learning (PBL)

Problem-based learning can be used to engage in active learning that challenges higher-order thinking in collaboration with peers.

There are various ways to plan, design and implement PBL in your classroom. The following resources may suit your context:

• Wood (2007) identified a structure for incorporating PBL into the curriculum and emphasises that PBL will only be successful if the problems developed are of high quality.
• Ganareo and Lyons (2015) outline key steps to design, implement and assess PBL to help develop twenty-first-century skills such as teamwork, digital literacy and problem-solving.
• The ‘Seven Jump’ method (Gijselaers, 1995) used at Maastricht describes the key steps students go through to resolve a problem during PBL tutorial sessions.

Inquiry-based learning (IBL)

Inquiry-based learning (IBL) encourages students to explore a specific topic, ask questions, and share ideas.

Heick identified four phases of Inquiry-Based Learning :

• Interaction : dive into engaging, relevant, and credible media forms to identify a ‘need’ or opportunity for inquiry.
• Clarification : summarising, paraphrasing, and categorising learning with teacher or expert support.
• Questioning : asking questions to drive continued, self-directed inquiry.
• Design : designing an accessible, relevant, and curiosity-driven action or product to culminate and justify inquiry.

When planning case, scenario, problem and inquiry-based learning, you need to consider the context of the learners and select technologies that support the steps you have planned.

• Small group discussion in person or online (e.g. discussion boards , Zoom breakout rooms ).
• Identify relevant questions, (e.g. in person or through PadletUQ ).
• Research (e.g. journal articles, databases, search engines, Library Catalogue)
• Face-to-face or online brainstorming (e.g. discussion boards , PadletUQ,   Zoom breakout rooms , or mind map).
• Spreadsheet software (e.g. Microsoft Excel, Google Sheets) for graphing and presenting data.
• Presentation software (e.g. Microsoft PowerPoint, Adobe Express , Prezi) for presenting investigation results.
• Collaborate (e.g. Zoom  if presenting online, or Microsoft Teams ).

View centrally-supported active learning tools

View more case studies (UQ Assessment Ideas Factory)

4 Phases of Inquiry-based Learning , Teachthought

Active & Inquiry-based Learning , Victoria University Melbourne Australia

Azer, S. A. (2007). Twelve tips for creating trigger images for problem-based learning cases. Medical Teacher, 29 (2-3), 93-97. doi:10.1080/01421590701291444

Case-based Teaching and Problem-based Learning (University of Michigan, Centre for Research on Learning & Teaching)

Case Studies , Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University

Clark, R., (2009). Accelerating expertise with scenario-based learning. Learning Blueprint . Merrifield, VA: American Society for Teaching and Development.

Davis, B. (1993). Tools for Teaching . San Francisco: Jossey-Bass.

Davis, C. & Wilcock, E. (2003). Teaching Materials Using Case Studies.

Enquiry-based learning (Griffith University)

Errington, E.P., (2003). Developing scenario-based learning: Practical insights for tertiary educators . Palmerston North, N.Z .: Dunmore Press. 9-20.

Ganareo, V., & Lyons, R. (2015). Problem-Based Learning: Six Steps to Design, Implement, and Assess .

Gijselaers, W. (1995). Perspectives on problem-based learning. In W. Gijselaers, D. Tempelaar, P. Keizer, J. Blommaert, E. Benard, & H. Kasper (Eds.), Educational Innovation in Economics and Business Administration (pp. 39-52). Netherlands: Springer.

Gossman, P., Stewart, T., Jaspers, M., & Chapman, B. (2007). Integrating web-delivered problem-based learning scenarios to the curriculum. Active Learning In Higher Education , 8(2), 139-153.

Journal of University Teaching and Learning Practice, 8 (1), 0-17. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1149&context=jutlp

Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning. ASTD Magazine . Retrieved from http://www.astd.org/

Problem-Based Learning at Maastricht University

Retrieved from https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/

Ribeiro, L. R. C. (2011). The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint.

Savery, John R. (2006) Overview of Problem-based Learning: Definitions and Distinctions, Interdisciplinary Journal of Problem-based Learning 1 (1)

Schwartz, P., Mennin, S., & Webb, G. (2001). Problem-Based Learning: Case Studies, Experience and Practice (Eds.). London, UK: Kogan Page Limited.

Using Case Studies to Teach , Centre for Excellence and Innovation in Teaching, Boston University

Weimer, M. (2009). Problem-Based Learning: Benefits and Risks . Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/problem-based-learning-benefits-and-risks/

Wood, D. F. (2003). Problem-based learning. BMJ, 326, 328-330. doi: 10.1136/bmj.326.7384.328

• Project-based learning
• Reflective learning
• Collaborative learning
• Experiential learning
• In-class active learning activities

Community of Practice

If you want to know more about how you could implement active learning in your courses, consider joining the Blended and Active Learning Innovation Community of Practice (BALI CoP) .

   Resources

• Active learning tools
• UQ Assessment Ideas Factory

ITaLI offers personalised support services across various areas including case, scenario, problem, inquiry-based learning.

Inquiry and Problem Solving

Inquiry and problem solving refer to an array of learner-centered processes that facilitate deep engagement with a question or problem and strategies to develop subsequent solutions and explanations.

With any approach to inquiry and problem-solving, students follow a series of phases or specific discipline-based practices to take them through an intentional process. These phases or practices are not necessarily completed in a linear or lock-step manner, but provide some structure for students to address a question, issue, problem, or need.

Common elements of inquiry and problem-solving include:

Asking questions or defining problems

Exploring solutions or explanations

Analyzing or testing solutions or explanations

Communicating or taking action on solutions or explanations

The elements are most effective when applied in an iterative cycle, so that students have the opportunity to revise their solutions and explanations based on utility, analysis, and feedback. Here's how different sets of discipline-based practices and inquiry models can align to the four common elements of inquiry.

Inquiry Elements

Scientific and Engineering Practices

Standards for Mathematical Practice

Inquiry Arc

Design Thinking

Asking questions and defining problems

Make sense of problems and persevere in solving them

Developing questions and planning inquiries

Empathize with users

Define the problem

Planning and carrying out investigations

Ideate potential solutions

Prototype solutions

Developing and using models

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Model with mathematics

Reason abstractly and quantitatively

Use appropriate tools strategically

Attend to precision

Look for and make sense of structure

Look for and express regularity in repeated reasoning

Applying disciplinary concepts and tools

Evaluating sources and using evidence

Test solutions

Engaging in argument from evidence

Obtaining, evaluating and communicating information

Construct viable arguments and critique the reasoning of others

Communicating conclusions and taking informed action

Implementation of solution

Inquiry and problem-solving opportunities encourage students to engage with relevant concepts and skills within authentic, real-world contexts. Research suggests that combining real-world application with sustained participation in inquiry and problem solving experiences can lead to increased student engagement and support deeper learning of concepts and skills. Additionally, opportunities for inquiry and problem solving can help students develop:

• Professional skills - e.g. communication, professionalism, collaboration, and empathy;
• Innovative mindsets - e.g. creative, ‘out of the box’ thinking; and
• Metacognition - e.g. self-regulation and self-monitoring of their learning progress

Developing these skills prepares students for college, career, and community success, and help students meet the HIDOE general learner outcomes . To further examine the benefits of inquiry-based learning, see the following resources:

Center for Inspired Teaching

Review of Research on Inquiry-Based Learning

Inquiry-Based Teaching in World Languages

Inquiry-Based Models

Students can engage in deep learning of concepts and skills through a variety of inquiry-based models, including: instructional approaches, instructional sequences, and/or design processes.

• Instructional approaches - models of inquiry that are designated by essential features more so than one consensus sequence of events
• Instructional sequences - models of inquiry that have a specific sequence of events based on learning theory or practices of a discipline
• Design processes - models of design based on an iterative process of prototyping and testing to develop a final product

Examples of inquiry-based models, their essential features and ideas for getting started with them are presented below:

Instructional Approaches

• Project-Based Learning: Essential Features | Getting Started
• Problem-Based Learning: Essential Features | Getting Started
• Place-Based Learning: Essential Features | Getting Started

Instructional Sequences

• 5E Instructional Model: Essential Features | Getting Started
• Inquiry Design Model: Essential Features | Getting Started
• Gather - Reason - Communicate: Essential Features | Getting Started

Design Processes

• Engineering Design Processes: Essential Features | Getting Started
• Design Thinking: Essential Features | Getting Started

Considerations for Implementing Inquiry-Based Learning

Whatever process or model is chosen to engage students in inquiry and problem-solving, it is important to consider different approaches to structured vs open inquiry . For many students and at earlier grade levels, a scaffolded approach is ideal when students first encounter an inquiry investigation. Considering a variety of scaffolding and differentiation approaches will ensure that students’ different learning needs are addressed. Over time, with more practice, the teacher can gradually release decision-making and control to the students. It is also helpful for the teacher to consider the types of questions they will ask students to support their inquiry process.

Lesson and Activity Resources

The following sites showcase examples of learning experiences that are inquiry- and problem-based.

All Content Areas

Visible Thinking : A site with a variety of thinking routines that can be used to scaffold students’ inquiry and problem solving skills.

Design Thinking : Resources for facilitating design thinking with students curated by Hawai‘i educators.

Mathematics

Making Sense of Problems : A site with examples of classroom practice of the standards for mathematical practice, including, “Making sense of problems and persevere in solving them.”

Hawai‘i educators developed inquiry-based STEM Units that align to the FAIR features of STEM learning experiences .

Social Studies

C3 Hawai‘i Hub : Provides inquiry lessons for social studies developed by Hawai‘i educators using the inquiry design model.

Science: GRC Lessons

Provides inquiry lessons for science developed by Hawai‘i and other U.S. educators using the Gather - Reason - Communicate Approach and 5E instructional sequence.

Back to School Design

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Evan Glazer (University of Georgia)

Editor’s Note: Dr. Glazer chose to use the term Problem-based Instruction and Inquiry, but my reading and other references to this chapter also use the term Problem-based Learning. The reader can assume the terms are equivalent.

Description

• Problem-based inquiry is an effort to challenge students to address real-world problems and resolve realistic dilemmas.

Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings. Many textbooks attempt to promote these skills through contrived settings without relevance to students’ lives or interests. A notorious algebra problem concerns the time at which two railway trains will pass each other:

Two trains leave different stations headed toward each other. Station A is 500 miles west of Station B. Train A leaves station A at 12:00 pm traveling toward Station B at a rate of 60 miles per hour. Train B leaves Station B at 2:30 pm for Station A at a rate of 45 miles per hour. At what time will the trains meet?

Reading this question, one might respond, “Who cares?”, or, “Why do we need to know this?” Such questions have created substantial anxiety among students and have, perhaps, even been the cause of nightmares. Critics would argue that classic “story problems” leave a lasting impression of meaningless efforts to confuse and torment students, as if they have come from hell’s library. Problem-based inquiry, on the other hand, intends to engage students in relevant, realistic problems.

Several changes would need to be made in the above problem to promote problem-based inquiry. It would first have to be acknowledged that the trains are not, in fact, traveling at constant rates when they are in motion; negotiating curves or changing tracks at high speeds can result in accidents.

Further, all of the information about the problem cannot be presented to the learner at the outset; that is, some ambiguity must exist in the context so that students have an opportunity to engage in a problem-solving activity. In addition, the situation should involve a meaningful scenario. Suppose that a person intends to catch a connecting train at the second station and requires a time-efficient itinerary? What if we are not given data about the trains, but instead, the outcome of a particular event, such as an accident?

Why should we use problem-based inquiry to help students learn?

The American educational system has been criticized for having an underachieving curriculum that leads students to memorize and regurgitate facts that do not apply to their lives (Martin, 1987; Paul, 1993). Many claim that the traditional classroom environment, with its orderly conduct and didactic teaching methods in which the teacher dispenses information, has greatly inhibited students’ opportunities to think critically (Dossey et al., 1988; Goodlad, 1984; Wood, 1987). Problem-based inquiry is an attempt to overcome these obstacles and confront the concerns presented by the National Assessment of Educational Progress:

If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. (A Nation at Risk, 1983)

Problem-based inquiry emphasizes learning as a process that involves problem solving and critical thinking in situated contexts. It provides opportunities to address broader learning goals that focus on preparing students for active and responsible citizenship. Students gain experience in tackling realistic problems, and emphasis is placed on using communication, cooperation, and resources to formulate ideas and develop reasoning skills.

What is a framework for a problem-based inquiry?

Situated cognition, constructivism, social learning, and communities of practice are assumed theories of learning and cognition in problem-based inquiry environments. These theories have common themes about the context and the process of learning and are often associated.

Characteristics

Some common characteristics in problem-based learning models:

Activity is grounded in a general question about a problem that has multiple possible answers and methods for addressing the question. Each problem has a general question that guides the overall task followed by ill-structured problems or questions that are generated throughout the problem-solving process. That is, to address the larger question, students must derive and investigate smaller problems or questions that relate to the findings and implications of the broader goal. The problems or questions thus created are most likely new to the students and lack known definitive methods or answers that have been predetermined by the teacher.

Learning is student-centered; the teacher acts as facilitator. In essence, the teacher creates an environment where students take ownership in the direction and content of their learning.

Students work collaboratively towards addressing the general question . All of the students work together to attain the shared goal of producing a solution to the problem. Consequently, the groups co-depend on each other’s performance and contributions in order to make their own advances in reasoning toward answering the research questions and the overall problem.

Learning is driven by the context of the problem and is not bound by an established curriculum. In this environment, students determine what and how much they need to learn in order to accomplish a specific task. Consequently, acquired information and learned concepts and strategies are tied directly to the context of the learning situation. Learning is not confined to a preset curriculum. Creation of a final product is not a necessary requirement of all problem-based inquiry models.

Project-based learning models most often include this type of product as an integral part of the learning process, because learning is expected to occur primarily in the act of creating something. Unlike problem based inquiry models, project-based learning does not necessarily address a real-world problem, nor does it focus on providing argumentation for resolution of an issue.

In a problem-based inquiry setting, there is greater emphasis on problem-solving, analysis, resolution, and explanation of an authentic dilemma. Sometimes this analysis and explanation is represented in the form of a project, but it can also take the form of verbal debate and written summary.

Instructional models and applications

• There is no single method for designing problem-based inquiry learning environments.

Various techniques have been used to generate the problem and stimulate learning. Promoting student-ownership, using a particular medium to focus attention, telling stories, simulating and recreating events, and utilizing resources and data on the Internet are among them. The instructional model, problem based learning will be discussed next with attention to instructional strategies and practical examples.

Problem-Based Learning

• Problem-based learning (PBL) is an instructional strategy in which students actively resolve complex problems in realistic situations.

It can be used to teach individual lessons, units, or even entire curricula. PBL is often approached in a team environment with emphasis on building skills related to consensual decision making, dialogue and discussion, team maintenance, conflict management, and team leadership. While the fundamental approach of problem solving in situated environments has been used throughout the history of schooling, the term PBL did not appear until the 1970s and was devised as an alternative approach to medical education.

In most medical programs, students initially take a series of fact intensive courses in biology and anatomy and then participate in a field experience as a medical resident in a hospital or clinic. However, Barrows reported that, unfortunately, medical residents frequently had difficulty applying knowledge from their classroom experiences in work-related, problem-solving situations. He argued that the classical framework of learning medical knowledge first in classrooms through studying and testing was too passive and removed from context to take on meaning.

Consequently, PBL was first seen as a medical field immersion experience whereby students learned about their medical specialty through direct engagement in realistic problems and gradual apprenticeship in natural or simulated settings. Problem solving is emphasized as an initial area of learning and development in PBL medical programs more so than memorizing a series of facts outside their natural context.

In addition to the field of medicine, PBL is used in many areas of education and training. In academic courses, PBL is used as a tool to help students understand the utility of a particular concept or study. For example, students may learn about recycling and materials as they determine methods that will reduce the county landfill problem.

In addition, alternative education programs have been created with a PBL emphasis to help at-risk students learn in a different way through partnerships with local businesses and government. In vocational education, PBL experiences often emphasize participation in natural settings.

For example, students in architecture address the problem of designing homes for impoverished areas. Many of the residents need safe housing and cannot afford to purchase typical homes. Consequently, students learn about architectural design and resolving the problem as they construct homes made from recycled materials. In business and the military, simulations are used as a means of instruction in PBL. The affective and physiological stress associated with warfare can influence strategic planning, so PBL in military settings promotes the use of “war games” as a tactic for facing authentic crises.

In business settings, simulations of “what if” scenarios are used to train managers in various strategies and problem-solving approaches to conflict resolution. In both military and business settings, the simulation is a tool that provides an opportunity to not only address realistic problems but to learn from mistakes in a more forgiving way than in an authentic context.

Designing the learning environment

The following elements are commonly associated with PBL activities.

Problem generation: The problems must address concepts and principles relevant to the content domain. Problems are not investigated by students solely for problem solving experiences but as a means of understanding the subject area. Some PBL activities incorporate multidisciplinary approaches, assuming the teacher can provide and coordinate needed resources such as additional content, instructional support, and other teachers. In addition, the problems must relate to real issues that are present in society or students’ lives. Contrived scenarios detract from the perceived usefulness of a concept.

Problem presentation: Students must “own” the problem, either by creating or selecting it. Ownership also implies that their contributions affect the outcome of solving the problem. Thus, more than one solution and more than one method of achieving a solution to the problem are often possible. Furthermore, ownership means that students take responsibility for representing and communicating their work in a unique way.

Predetermined formats of problem structure and analysis towards resolution are not recommended; however, the problem should be presented such that the information in the problem does not call attention to critical factors in the case that will lead to immediate resolution. Ownership also suggests that students will ask further questions, reveal further information, and synthesize critical factors throughout the problem-solving process.

Teacher role: Teachers act primarily as cognitive coaches by facilitating learning and modeling higher order thinking and meta cognitive skills. As facilitators, teachers give students control over how they learn and provide support and structure in the direction of their learning. They help the class create a common framework of expectations using tools such as general guidelines and time lines.

As cognitive modelers, teachers think aloud about strategies and questions that influence how students manage the progress of their learning and accomplish group tasks. In addition, teachers continually question students about the concepts they are learning in the context of the problem in order to probe their understanding, challenge their thinking, and help them deepen or extend their ideas.

Student role: Students first define or select an ill-structured problem that has no obvious solution. They develop alternative hypotheses to resolve the problem and discuss and negotiate their conjectures in a group. Next, they access, evaluate, and utilize data from a variety of available sources to support or refute their hypotheses. They may alter, develop, or synthesize hypotheses in light of new information. Finally, they develop clearly stated solutions that fit the problem and its inherent conditions, based upon information and reasoning to support their arguments. Solutions can be in the form of essays, presentations, or projects.

Maine School Engages Kids With Problem-Solving Challenges (11:37)

https://youtu.be/i17F-b5GG94

[PBS NewsHour].(2013, May 6). Maine School Engages Kids with Problem Solving Challenges. [Video File]. Retrieve from https://youtu.be/i17F-b5GG94

Special correspondent John Tulenko of Leaning Matters reports on a public middle school in Portland, Maine that is taking a different approach to teaching students. Teachers have swapped traditional curriculum for an unusually comprehensive science curriculum that emphasizes problem-solving, with a little help from some robots.

Effectiveness of Problem and Inquiry-based learning.

Why does inquiry-based learning only have an effect size of 0.31 when it is an approach to learning that seems to engage students and teachers so readily in the process of learning?

When is the right and wrong time to introduce inquiry and problem based learning?

Watch video from John Hattie on inquiry and problem-based learning, (2:11 minutes).

[Corwin]. (2015, Nov. 9). John Hattie on inquiry-based learning. [Video File]. Retrieved from https://youtu.be/YUooOYbgSUg.

Glazer, E. (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text, Michael Orey. (Chapter 14) Attribution CC 3.0. Retrieved from https://textbookequity.org/Textbooks/Orey_Emerging_Perspectives_Learning.pdf

Instructional Methods, Strategies and Technologies to Meet the Needs of All Learners Copyright © 2017 by Evan Glazer (University of Georgia) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Steps for Inquiry and Problem-Solving

Although problem-solving and inquiry are technically different, they require many of the same skills. At a minimum, students need to recognize the language that they will need and the processes involved. Critical thinking skills are also crucial for successful inquiry projects. Teachers can model some critical thinking skills, such as

• analyzing arguments, claims, or evidence
• making inferences using inductive or deductive reasoning
• judging or evaluating
• making decisions or solving problems
• asking and answering questions for clarification
• defining terms
• identifying assumptions
• interpreting and explaining
• reasoning verbally
• seeing both sides of an issue (Lai, 2011, pp. 9-10)

Critical thinking skills do not necessarily come naturally with second language learning, and they are culturally situated, so students need to learn and practice them before, during, and after each step in the process. According to Molnar, Boninger, and Fogarty (2011), an environment that “encourages students to ask questions, to think about their thought processes, and thus to develop habits of mind that enable them to transfer the critical thinking skills they learn in class to other, unrelated, situations” is where critical thinking is cultivated (p. i).

Although sources describe the steps in the inquiry process differently, most sources include the same five basic steps of establishing orientation , conceptualization , investigation , conclusion , and discussion (Pedaste, et al., 2015). These steps are addressed to the learner and include:

• What are you interested in? Ask a question that has meaning, define the problem, and figure out what you need to do to answer it.
• Investigate by researching. Plan, gather resources and information, and record what you have found.
• Create new ideas, thoughts, and directions for action. Make sense of the information you have gathered by summarizing, synthesizing, and interpreting.
• Discuss with others. Interaction can shed new light on the question, the investigation, and the process. Share what you have learned and then use the feedback to return to the process.
• Reflect on the inquiry process. Did the process lead to unexpected conclusions? Is there something else that needs researching? Has the problem been solved?

For younger or less proficient learners, Freeman and Freeman (1998) present six steps that follow these same basic guidelines. They call this the “Wonderfilled Way of Learning,” and the steps are addressed to the teacher:

• Ask the students: What do we know about ______ ?
• Ask the students: What do we wonder about _____ ?
• Ask the students: How can we find  out about _____ ?
• With the students, work out a plan of action, and, at the same time, work school district curriculum requirements into the unit.
• Plan an event to celebrate what you have learned together.
• Learning is continuous. From any unit, more topics and questions come up. Begin the cycle again. (pp. 138–139)

Regardless of which set of guidelines you and your students follow, inquiry projects can be used to support language and content learning.

In the chapter’s opening scenario, Ms. Petrie guides the students through learning experiences. She has planned that throughout the project, they will not only learn techniques for inquiry such as planning, brainstorming, reflecting, and evaluating, but through their interactions, they will also acquire a variety of language content and structures. These activities facilitate many of the CALL principles—for example, students have many opportunities for language input and output, they have many choices (structure/autonomy), they are motivated to learn because they are answering meaningful questions (authenticity and connection), and they interact with peers and community members (social interaction and feedback).

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 Inquiry-Based Learning

​​​​Inquiry-based learning is an unorthodox method of learning which incorporates active participation of students by involving them in posing questions and bringing real-life experiences to them. The basis of this method is to channelize the thought process of the studen​​​​ts through queries and help them in “how to think" instead of “what to think".​ How to Facilitate Inquiry-Based Learning through your Online Course?

Inquiry-based learning is a learning process that engages students by making real-world connections through exploration and high-level questioning. It is an approach to learning that encourages students to engage in problem-solving and experiential learning.  There is so much happening in our world that is worth our learners discovering and experiencing. 8 Exceptional Inquiry-Based Learning Activities Students Will Love

By leaving space in their lessons for authentic curiosity to take hold, teachers can enable deeper learning. Putting Students in Charge of Their Learning Journey ​

From a teacher point-of-view, inquiry-based teaching focuses on moving students beyond general curiosity into the realms of critical thinking and understanding. You must encourage students to ask questions and support them through the investigation process, understanding when to begin and how to structure an inquiry activity. All About Inquiry-Based Learning: Definition, Benefits and Strategies ​​

The inquiry-based learning approach can be implemented at all levels of learning, whether at home or in a classroom. 5 Terrific Inquiry-Based Learning Exampl​es

What is Inquiry-Based Learning?   – this video references Harry Potter The power of student-driven learning : TED talk, it's not about technology, it's about pedagogy Skill Share   – online courses  ​​

• Agendas and Minutes
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• (Videos) Adding SSOs, Evaluation Methods and Results
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• Competency-Based Education
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What is inquiry based learning, and how can it open a world of possibilities for children?

by Freya Lucas

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Inquiry based learning is an educational approach that focuses on children being investigators and problem solvers. Central to the approved learning frameworks, inquiry based learning encourages active involvement in learning, builds children’s understanding of concepts, and builds the creative thinking and inquiry processes that are core aspects of lifelong learning.

Active involvement in learning builds children’s understanding of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning.

For many adults, inquiry based learning can be thought of as “learning in reverse”, because it presents a range of scenarios, questions and problems for children to investigate, rather than presenting information or knowledge up front. 

‘Problems’ which require critical and creative thinking are particularly suited to inquiry based learning, allowing children to develop their abilities to ask questions, design investigations, interpret evidence, form explanations and arguments, and communicate what they have learnt. 

In essence, inquiry based learning in an early childhood context is a child-centred approach to pedagogy, which encourages children to ask questions and investigate answers through real-world experiences. 

Children who engage with inquiry based learning are typically curious and enthusiastic participants in their learning, and develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.

What is the role of the educator?

For educators, particularly those who may have had experiences in their own learning which were highly controlled or managed by teachers, inquiry based learning can require a shift in perspective. 

In an inquiry based learning context, the role of the educator is redefined, shifting from ‘one who holds the knowledge’ to ‘creating a positive environment in which children are guided to discover answers to questions which interest them.’ 

How do educators initiate inquiry based learning? 

Typically inquiry based learning, in its most authentic form, will begin with a question or an idea. 

In an early childhood context, the possibilities are endless, but may include questions like: 

• Where do birds go at night? Why can’t we hear them? 
• How are clouds made? 
• Who chose what letters mean and how they sound? 
• Why are baby birds grown in eggs? Why don’t people grow in eggs? 

Once a question has been posed, the educator/s can support the children to hypothesise and wonder, offer them opportunities to be autonomous problem solvers, organise for learning resources or experiences which support children’s thinking. 

Essentially, inquiry based learning is an invitation for children to actively engage with an idea or topic, and join in a journey to a solution or outcome. Often many other possibilities, leads, or directions will arise from the inquiry, which may then branch off in a number of different directions. 

What do children do on this journey? 

During an inquiry based learning journey children have many different ways of participating, including: 

• Asking questions and sharing their ideas 
• Using scientific thinking elements such as researching, hypothesis testing, making predictions, experimenting, investigating and recording 
• Using higher order thinking skills like decision making, planning and problem solving 
• Reflecting on their learning and sharing ideas
• Thinking about, and making suggestions on ‘what happens next’. 

Resources for learning more

There are a number of resources available to support early childhood education and care (ECEC) professionals to learn more about inquiry based learning including: 

• Inquiry learning
• Inquiry learning is deep learning
• Understanding play based and inquiry learning
• Inquiry learning in play spaces
• Establishing inquiry based learning environments 

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Developing students’ creative problem solving skills with inquiry-based STEM activity in an out-of-school learning environment

• Published: 07 December 2022
• Volume 28 , pages 7651–7669, ( 2023 )

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• Orhan Karamustafaoğlu   ORCID: orcid.org/0000-0002-2542-0998 1 &
• Hüseyin Miraç Pektaş   ORCID: orcid.org/0000-0001-5963-5877 2  

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There is a great need for applied studies at the K-12 level on how creative problem solving skills can be developed in out-of-school environments and what kind of learning activities can be used. Therefore, in this study, the effects of inquiry-based STEM (Science, Technology, Engineering and Mathematics) activities on students' STEM awareness and creative thinking skills in an out-of-school learning environment were investigated and the advantages and disadvantages of inquiry-based STEM activities were tried to be determined with student opinions. The study group of this mixed-method study consisted of 32 11 th grade students selected voluntarily. Creative Problem Solving and STEM Awareness scales and a semi-structured interview form were used in the study. The findings of the study showed that inquiry-based STEM activities planned in an out-of-school learning environment improved students' creative problem solving skills and STEM awareness. Both qualitative and quantitative findings support that the activities improved students' problem solving skills and productivity and encouraged them to work collaboratively.

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TEKNOFEST IS LOOKING FOR A ROCKET DESIGNER

Rockets are cylindrical objects that can reach very high speeds and also reach very high altitudes. Extremely flammable chemicals are used in systems that will activate rockets with such a strong structure. So, rocketry has become an extremely dangerous, costly and complex science. However, around 1950, an amateur rocket science was developed, which is not dangerous, has a low cost, has a simple structure, has a low altitude, and is called model rocketry. Model rockets are made from paper, wood, plastic and other lightweight materials. These model rockets are designed with the nose, fixed fins and fuselage parts. The most important of these parts are the nose and fixed fins. Because the design of the body is cylindrical, the nose section can change the air resistance acting on the rocket. The nose parts of model rockets are made of materials such as plastic, wood and styrofoam. Another important part, the fixed fins, allows the rocket to go without changing direction. One of the different types of competitions organized in our country is the model rocket competition. To give an example of this competition, rocket competitions organized within the scope of TEKNOFEST (Technology Festival) take place every year in our country. This year, the rocket competition that reaches the highest altitude will be held in the TEKNOFEST Turkey championship. Therefore, TEKNOFEST is looking for a rocket designer. There is a requirement to participate in this competition as a group, not individually.

If you were to represent a group participating in this competition:

How do you design a rocket? (How would you design the nose and fixed fins?) Why?

How do you decide where the rocket's center of gravity should be?

How do you calculate the altitude of your rocket?

What kind of a rescue method would you develop to prevent your rocket from falling to the ground and getting damaged?

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Karamustafaoğlu, O., Pektaş, H.M. Developing students’ creative problem solving skills with inquiry-based STEM activity in an out-of-school learning environment. Educ Inf Technol 28 , 7651–7669 (2023). https://doi.org/10.1007/s10639-022-11496-5

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Received : 26 August 2022

Accepted : 28 November 2022

Published : 07 December 2022

Issue Date : June 2023

DOI : https://doi.org/10.1007/s10639-022-11496-5

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