Abstract
Inquiry-based learning is a pedagogical strategy that shifts learning from an instructor-focused transfer of knowledge to learner-focused construction of knowledge. Based upon theoretical propositions that knowledge is constructed through social experiences, inquiry-based learning promotes greater understanding and integration of content. With instructors increasingly expected to utilize innovative teaching strategies and diversify the traditional lecture format, inquiry-based learning can cultivate complex learning experiences. This chapter reviews the theory of inquiry, experiential learning theory, and theory of social constructivism and describes the primary tenets of inquiry-based learning to provide theoretically grounded, evidence-based suggestions for instructors. Design, implementation, and evaluation of inquiry-based learning is discussed through examples of problem-based, project-based, and case-based pedagogical techniques. Outcomes and challenges of delivering inquiry-based lessons are presented as well as directions for future research to continue advancing educational practices.
TopBackground
Tracing the evolution and foundational tenets of John Dewey’s Theory of Inquiry (1910, 1938) – the theoretical underpinning of inquiry-based learning – points to the central contribution of Kolb’s Experiential Learning Theory (1984) and Vygotsky’s Theory of Social Constructivism (1978, 1986). The following section reviews these progressive theories guiding inquiry-based learning. The theoretical review explains how knowledge is created through inquiry and set the foundation for instructors to translate theory to practice.
Key Terms in this Chapter
Experiential Learning: A learning process whereby knowledge is created through grasping and transforming concrete experiences.
Social Constructivism: The process of co-constructing knowledge through dialogue and interaction with others in the social environment.
Project-Based Learning: A learning process whereby students apply prior knowledge and experience to construct an artifact that solves a problem or fulfills a specific objective.
Inquiry: The process of transforming an indeterminate situation into one that is determinate to deliberately resolve a state of perplexity.
Problem-Based Learning: A learning process whereby students engage in reflective inquiry to solve a problem.
Case-Based Learning: A learning process whereby students analyze and synthesize a real-world case to propose a recommended solution or course of action.
Inquiry-Based Learning: A learning process that encompasses a variety of pedagogical approaches where student inquiry guides the learning experience and knowledge construction.