INQUIRY-BASED LEARNING
INTRODUCTION
Do you have a desire to have your students move beyond asking the simple Who, What, Where, and When
questions when working on assignments? Would you also like to spark their curiosity and tap into their interests? If
you answered yes to one or both of these questions, then consider Inquiry-Based Learning. Inquiry-Based Learning
is a form of constructivist learning in which a learner researches ideas and gains information and insight on a
chosen topic. Because of this, curiosity and interest are often stimulated, enabling the learner to develop a deeper
understanding of the concept and material.
A CLOSER LOOK
With Inquiry-Based Learning, the learner selects a topic of interest, formulates questions, gathers information and
resources, sifts through for useful and relevant content, and synthesizes information. The process often cumulates
when the learner writes a report and/or delivers a presentation.
To implement Inquiry-Based Learning in courses, it can be broken down into the following four levels:
Level 1: Confirmation Inquiry
• This level is the most familiar and the easiest to do. At this level, you will develop both the questions and a
procedure that will guide students through an activity with known results.
• Example: You design an experiment where students determine how stopping distance is related to the slope of
a surface.
Level 2: Structured Inquiry
• This level is similar to Level 1, but now involves developing a foundation for inquiry and critical thinking skills.
You provide an initial question and an outlined procedure for students to follow. Important, however, is that the
results are unknown.
• Example: You direct students to take soil samples from several different locations (e.g. home, school, park) and
analyze the composition for differences.
Image source of Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. [Link]
© 2019 Board of Regents of the University of Wisconsin System 1
INQUIRY-BASED LEARNING
Level 3: Guided Inquiry
• This level allows students to take more ownership for the
experiment and findings. They are responsible for designing
the procedure and following it to answer the question that you Tip for using Inquiry-Based
provided. Learners build upon skills gained from earlier levels, Learning:
as well as incorporate more problem-solving and critical thinking It is possible to use a variety of
skills. Because learners now have more freedom in developing the levels in your course depending
procedure and and finding useful content, it is important for you to on the type of outcome you will
provide guidance and feedback where necessary.
be assessing.
• Example: You ask students how the materials used in traditional
and contemporary buildings in specific climates compare in terms This will provide opportunities
of energy efficiency and minimization of resource usage. for learners to effectively
develop inquiry skills.
Level 4: Open Inquiry
• At the highest level of Inquiry-Based Learning, within broad paramaters, learners establish ownership of the
experiment and findings. They are allowed to choose a topic or idea that is of interest and begin to formulate
their own research question(s) and design a procedure to conduct the study. Once the study is complete, you
may have them prepare a report or presentation detailing the findings and results.
• Example: You direct students to choose an edible substance and analyze how it chemically interacts with the
human body.
WORTH NOTING
Here are a few considerations to be aware of before implementing Inquiry-Based Learning into the course:
• Inquiry-Based Learning requires more interaction with students. This is because you need to spend more time
and effort providing more feedback, guidance, expertise, and resources in order to create a successful learning
experience.
• It can be challenging to assess adequately the learning that takes place. In addition to the content output,
students will be using and learning research and analytical skills that are challenging to assess.
• Level 4 inquiry requires more time and extensive planning. Therefore, it is important to ensure the time frame
of the project will allow enough time for students to determine and execute a procedure, gather information
and resources, properly summarize information, and present findings and ideas.
• Despite the challenges, Inquiry-based learning offers the development of habits of mind that can last a
lifetime and guide learning and creative thinking.
ADDITIONAL RESOURCES
• Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. [Link]
com/docs/DOC-30979
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
Educational Psychologist, 41(2), 75-86. [Link]
EP_06.pdf
• Owens, R. F., Hester, J. L., & Teale, W. H. (2002). Where do you want to go today? Inquiry-based learning and
technology integration. The Reading Teacher, 55(7), 616-625. [Link]
scan_tab_contents
© 2019 Board of Regents of the University of Wisconsin System 2