problem solving in inquiry learning

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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.

• e-Learning Glossary

What is Inquiry-based Learning: Benefits, Key Elements and Challenges

Discover the transformative power of Inquiry-Based Learning (IBL) in our comprehensive guide. Learn how IBL shifts the focus to student curiosity, fostering engagement, critical thinking, and real-world problem-solving skills for a dynamic classroom experience.

Inquiry-Based Learning (IBL) is a pedagogical approach that shifts from traditional rote memorization to a student-centered learning process.

Central to IBL is the idea that learning is driven by student inquiries, problems, or scenarios, rather than by direct instruction. In this model, learners actively participate in their education, engaging in exploration, questioning, and discovery. IBL emphasizes critical thinking, problem-solving, and the active application of knowledge in real-world contexts.

It fosters a dynamic classroom environment where students take ownership of their learning, collaborating with peers and engaging in hands-on activities. This approach not only enhances students' cognitive skills but also prepares them for real-life challenges by promoting adaptability, creativity, and lifelong learning.

Key Characteristics of Inquiry-based Learning

Inquiry-Based Learning is defined by several core features that facilitate a dynamic and interactive learning environment.

Understanding these characteristics is essential for educators aiming to implement IBL in their classrooms effectively.

Student-Centered Approach

At the heart of IBL is the shift from teacher-centered instruction to student-centered learning. This paradigm shift places students at the forefront of their learning journey, empowering them to take ownership of their educational experiences. Teachers serve as guides or facilitators, providing support and resources rather than direct instruction. This approach encourages students to explore their interests and questions, fostering a deeper connection to the material.

Active Learning

IBL promotes active engagement with the subject matter . Students are involved in hands-on activities, experiments, and discussions that require critical thinking and problem-solving skills. This engagement goes beyond passive listening, encouraging learners to apply concepts in real-world contexts, which enhances retention and understanding.

Collaborative Environment

Collaboration is a key element of IBL, with students often working in groups to explore questions or solve problems. This collaborative learning environment fosters communication, teamwork, and the exchange of diverse perspectives, aligning with Vygotsky's emphasis on social interaction in cognitive development.

Focus on the Process

Unlike traditional learning, which often emphasizes the final product or the correct answer, IBL focuses on the learning process itself. Students are encouraged to explore various pathways, reflect on their thinking, and understand the rationale behind their conclusions. This focus on process over product cultivates a growth mindset and resilience, as students learn to see challenges and mistakes as opportunities for learning.

Development of Critical Thinking and Inquiry Skills

IBL explicitly aims to develop skills such as questioning, investigating, and synthesizing information. Students learn to ask meaningful questions, seek out resources, and critically evaluate information. These inquiry skills are invaluable in an information-rich age, preparing students to navigate complex and often ambiguous real-world problems.

Integration of Interdisciplinary Knowledge

IBL often involves integrating knowledge and skills from various disciplines, reflecting the interconnected nature of real-world issues. This interdisciplinary approach helps students see the relevance of what they are learning and how it applies beyond the classroom walls.

The Four Phases of Inquiry-Based Learning

To deepen our understanding of Inquiry-Based Learning (IBL) and its practical application, it's essential to recognize the structured approach that underpins this educational strategy.

Central to the effectiveness of IBL is its division into distinct phases, each serving a specific purpose in guiding learners through the complex process of inquiry.

These phases create a scaffolded framework that supports students in navigating their learning journey, from initial curiosity to deep exploration and reflection

This initial phase is where curiosity is sparked and the direction of learning is set. It involves the identification of a question or problem that is both relevant to the curriculum and engaging to the students.

This stage is characterized by open-ended questions that prompt students to investigate deeply, leveraging prior knowledge and identifying areas where further information is needed.

Techniques such as brainstorming, preliminary research, and hypothesis formulation are key in this phase, setting the stage for a guided yet exploratory learning journey.

Reflection is integral to the learning process, providing students with the opportunity to pause and consider what they have learned, how they have learned it, and what it means in the broader context of their studies and personal experiences.

This phase encourages metacognitive skills, asking students to think about their own thinking and learning processes. Reflection can be facilitated through various methods, including journaling, discussion forums, or peer feedback sessions, allowing students to consolidate their understanding and prepare for deeper evaluation.

Evaluation involves a critical assessment of both the learning process and the outcomes achieved. In this phase, students are engaged in analyzing the information gathered, assessing the validity and reliability of their sources, and determining the relevance of their findings to the original question or problem.

This critical appraisal extends to self-evaluation, where students assess their research strategies, collaboration effectiveness, and problem-solving approaches. The evaluation phase is crucial for developing critical thinking and analytical skills, as it requires students to apply criteria-based judgment to their work and the work of their peers.

The final phase of the IBL process is where students synthesize their findings and insights to construct new knowledge, solutions, or understandings. This construction can take many forms, from written reports and presentations to creative projects or practical solutions.

The key is that the output demonstrates a deep understanding of the subject matter , informed by the inquiry, reflection, and evaluation phases. This phase not only culminates the learning process but also demonstrates the application of knowledge in a tangible or conceptual form, showcasing students' ability to think critically and creatively.

Benefits of Inquiry-Based Learning

Enhanced critical thinking and problem-solving skills.

One of the most significant benefits of IBL is its capacity to enhance critical thinking and problem-solving skills. By engaging students in the process of questioning, exploring, and synthesizing information, IBL encourages a deeper level of cognitive processing. Students learn to approach problems from multiple angles, evaluate evidence, and develop reasoned arguments, equipping them with the ability to tackle complex and unfamiliar situations effectively.

Increased Engagement and Motivation

IBL's student-centered approach fosters a learning environment where students feel more connected and engaged with the material. By allowing learners to follow their interests and questions, IBL taps into intrinsic motivation, making learning more meaningful and enjoyable. This engagement is further amplified through hands-on activities and collaborative projects, which add relevance and context to academic concepts.

Improved Communication and Collaboration Skills

The collaborative nature of IBL activities helps students develop essential communication and teamwork skills. As students work together to explore questions and solve problems, they learn to articulate their ideas, listen to others, and integrate diverse perspectives. These social skills are crucial for success in both academic and professional settings, promoting a culture of respect and cooperation.

Fosters Independence and Self-Directed Learning

IBL encourages students to take ownership of their learning process, fostering independence and self-directed learning skills. By navigating their inquiries and managing their projects, students build confidence in their ability to learn and find information. This autonomy prepares them for lifelong learning, enabling them to adapt to new challenges and continuously acquire new knowledge.

Promotes Adaptability and Flexibility

The open-ended nature of IBL challenges students to adapt to changing conditions and embrace ambiguity. As students navigate the inquiry process, they learn to be flexible in their thinking and approach, skills that are increasingly valuable in a rapidly changing world. This adaptability is crucial for innovation and creativity, as it encourages learners to see challenges as opportunities for growth.

Supports Differentiated Learning

IBL naturally accommodates diverse learning styles and paces, offering differentiated pathways for students to engage with content. Teachers can tailor activities to meet individual needs, providing support where necessary while challenging students to stretch their abilities. This personalized approach helps ensure that all students can find success and feel valued within the learning community.

Challenges and Criticisms of Inquiry-based Learning

Resource and time intensive.

One of the primary challenges of implementing IBL is that it can be significantly more resource and time-intensive than traditional teaching methods. Planning and facilitating inquiry-based activities require a considerable amount of preparation, including the development of suitable projects, the sourcing of materials, and the creation of assessment criteria that accurately measure learning outcomes. Additionally, the nature of IBL means that class periods may not follow a predictable schedule, necessitating a flexible approach to curriculum planning and time management.

Requires High Levels of Teacher Expertise

Effective IBL facilitation demands a high level of pedagogical expertise from educators. Teachers must be skilled in guiding students through the inquiry process, providing just enough support to keep them engaged without taking over the process. This balance can be challenging to achieve, especially for educators accustomed to more traditional, direct instructional roles. Moreover, teachers need to be proficient in a range of assessment strategies to evaluate student learning in IBL settings accurately.

Potential for Reduced Coverage of Curriculum

Critics of IBL often express concern that the approach may lead to reduced coverage of the curriculum. Because IBL activities can take more time than traditional lessons, there's a risk that students may not be exposed to the full breadth of content required by standardized curricula. This concern is particularly relevant in subjects where a vast amount of knowledge needs to be covered within a limited time frame.

Assessment Challenges

Assessing student learning in IBL environments poses unique challenges. Traditional tests and quizzes may not effectively capture the depth of understanding or the range of skills developed through inquiry-based activities. Educators must therefore employ a variety of assessment methods, such as portfolios, presentations, and self-assessments , to get a comprehensive view of student achievement. Developing and grading these alternative assessments can be time-consuming and subjective.

Equity Concerns

Finally, there are equity concerns associated with IBL. Students from diverse backgrounds may have different levels of access to resources, support, and prior knowledge, potentially affecting their ability to engage fully with IBL activities. Without careful planning and support, there's a risk that IBL could exacerbate existing educational inequalities rather than mitigate them.

Implementing IBL in the Classroom

Start small.

For educators new to IBL, starting small can help ease the transition. Begin by integrating inquiry-based activities into existing lesson plans or dedicating a portion of class time to student-directed projects. This approach allows both teachers and students to become comfortable with the IBL process without overwhelming them.

Create a Supportive Classroom Environment

A supportive and safe classroom environment is crucial for the success of IBL. Encourage curiosity and value all questions, fostering a culture where students feel comfortable exploring ideas and taking intellectual risks. Establishing norms for collaboration and respectful discourse can also enhance the effectiveness of group work.

Use Open-Ended Questions

Open-ended questions are the backbone of IBL, stimulating critical thinking and exploration. Design questions that cannot be answered with a simple "yes" or "no," and that require students to apply, analyze, and synthesize information. These questions should be aligned with learning objectives and designed to provoke curiosity and deeper inquiry.

Facilitate, Don't Dictate

In IBL, the teacher's role shifts from the primary source of knowledge to a facilitator of learning . Provide guidance and resources to help students navigate their inquiries, but resist the urge to provide immediate answers to questions. Encourage students to find solutions independently or collaboratively, fostering independence and resilience.

Incorporate a Variety of Resources

IBL thrives on the use of diverse resources, including digital tools, library materials, expert interviews, and field trips. Encourage students to look beyond textbooks, leveraging technology and community resources to gather information and insights related to their inquiries.

Scaffold the Inquiry Process

While the ultimate goal of IBL is for students to conduct independent inquiries, initially, they may need significant support. Scaffold the process by breaking it down into manageable steps, providing tools and strategies for each stage. As students become more skilled in navigating the inquiry process, gradually reduce the level of scaffolding.

Assess Process and Product

Assessment in IBL should focus on both the process and the product of learning. Use formative assessments to provide feedback during the inquiry process, and summative assessments to evaluate the final outcomes. Consider employing a variety of assessment methods, including portfolios, presentations, reflective journals, and peer evaluations, to capture the full extent of student learning.

Reflect and Revise

Reflection is a key component of IBL for both students and teachers. Encourage students to reflect on their learning process, challenges faced, and knowledge gained. Teachers should also reflect on the effectiveness of IBL activities, seeking student feedback and making adjustments as necessary to improve future inquiries.

Conclusion and Future of IBL

Inquiry-Based Learning offers a transformative approach to education, preparing students with the skills needed for the modern world. Despite its challenges, the future of IBL is promising, with ongoing developments in educational technology and research supporting its effectiveness. Embracing IBL represents a commitment to an inclusive, adaptive, and student-centered educational philosophy.

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