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{{More citations needed|date=October 2023}}
'''Inquiry-based learning''' (also spelled as '''enquiry-based learning''' in [[British English]]){{efn|The UK dictionaries Collins and Longman list the spelling "inquiry" first, and Oxford simply calls it another spelling, without labeling it as US English.<ref>{{Cite web|title=enquiry (noun)|url=https://www.oxfordlearnersdictionaries.com/definition/english/enquiry?q=enquiry |website=www.oxfordlearnersdictionaries.com |publisher=[[Oxford University Press]] |access-date=2021-04-02}}</ref>}} is a form of [[active learning]] that starts by posing questions, problems or scenarios. It contrasts with [[traditional education]], which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a [[facilitator]] rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes [[problem-based learning]], and is generally used in small-scale investigations and projects, as well as [[research]].<ref>{{cite web |url=http://www.ceebl.manchester.ac.uk/ebl/ |title=What is Inquiry-Based Learning (EBL)? |website=Centre for Excellence in Enquiry-Based Learning |publisher=University of Manchester <!-- |access-date=October 2012 -->}}</ref> The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.<ref>{{citation |author=Dostál, J. |title=Inquiry-based instruction. Concept, essence, importance and contribution |year=2015 |url=https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkb3MwMDN8Z3g6MmU4MzM5YzA1YzcyNzM4 |___location=Olomouc |publisher=Palacký University |isbn=978-80-244-4507-6 |doi=10.5507/pdf.15.24445076|url-access=subscription }}</ref>
== History ==
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#Phenomena are proposed but students must develop their own questions and method for research to discover relationships among variables
The graduated levels of scientific inquiry outlined by Schwab demonstrate that students need to develop thinking skills and strategies prior to being exposed to higher levels of inquiry.<ref name="Schwab, J 1966" /> Effectively, these skills need to be scaffolded by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own.<ref name="
== Characteristics ==
[[File:Cover to cover reading versus problem or project based learning.png|thumb|370px|Example of problem/project based learning versus reading cover to cover. The problem/project based learner may memorize a smaller amount of total information due to spending time searching for the optimal information across various sources, but will likely learn more useful items for real world scenarios, and will likely be better at knowing where to find information when needed.<ref>Image by Mikael Häggström, MD, using source images by various authors. Source for useful context in problem-based learning: {{cite
Specific learning processes that people engage in during inquiry-learning include:<ref>{{cite journal | last1 = Bell | first1 = T. | last2 = Urhahne | first2 = D. | last3 = Schanze | first3 = S. | last4 = Ploetzner | first4 = R. | year = 2010 | title = Collaborative inquiry learning: Models, tools, and challenges | url = http://www.ssoar.info/ssoar/handle/document/21303| journal = International Journal of Science Education | volume = 3 | issue = 1| pages = 349–377 | bibcode = 2010IJSEd..32..349B | doi = 10.1080/09500690802582241 | s2cid = 3866279 }}</ref><ref>{{Cite web|url=https://www.inquired.org/what-is-inquiry|title=What is inquiry?}}</ref>
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=== Levels ===
There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts. The article titled ''The Many Levels of Inquiry'' by Heather Banchi and Randy Bell (2008)<ref
'''Level 1''': Confirmation inquiry<br />
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Open learning has been developed by a number of science educators including the American [[John Dewey]] and the German [[Martin Wagenschein]].{{efn| name= MartinWagenschein| Wagenschein characterized his approach as Socratic, genetic, and example-based.<ref>[[:de:Martin Wagenschein]]</ref>{{Circular reference|date=April 2022}}}} Wagenschein's ideas particularly complement both open learning and inquiry-based learning in teaching work. He emphasized that students should not be taught bald facts, but should understand and explain what they are learning. His most famous example of this was when he asked physics students to tell him what the speed of a falling object was. Nearly all students would produce an equation, but no students could explain what this equation meant.{{citation needed|date=October 2012}} Wagenschein used this example to show the importance of understanding over knowledge.<ref>{{cite periodical |url=http://ed.fnal.gov/trc_new/sciencelines_online/fall97/activity_inserts.html |title=The Science Journal: Writing and Inquiry Development |access-date=2017-01-03 |author=Dahl, Susan | author2=Franzen, Pat | url-status=dead |archive-url=https://web.archive.org/web/20080908102608/http://ed.fnal.gov/trc_new/sciencelines_online/fall97/activity_inserts.html |magazine=Science Lines: A Newsletter from the Teacher Resource Center at Fermilab |volume=9 |issue=1, Fall 1997 |type=Activity |archive-date=2008-09-08}}</ref>
Although both guided and open/true inquiry were found to promote science literacy and interest, each has its own advantages. While open/true inquiry may contribute to students' initiative, flexibility and adaptability better than guided inquiry in the long run,<ref>{{Cite journal |last1=Dorfman |first1=Bat-Shahar |last2=Issachar |first2=Hagit |last3=Zion |first3=Michal |date=2020-02-01 |title=Yesterday's Students in Today's World—Open and Guided Inquiry Through the Eyes of Graduated High School Biology Students |url=https://doi.org/10.1007/s11165-017-9683-6 |journal=Research in Science Education |language=en |volume=50 |issue=1 |pages=123–149 |doi=10.1007/s11165-017-9683-6 |s2cid=254987400 |issn=1573-1898|url-access=subscription }}</ref> some claim that it may lead to high cognitive load and that guided inquiry is more efficient in terms of time and content learning.<ref>{{Cite journal |last1=Bunterm |first1=Tassanee |last2=Lee |first2=Kerry |last3=Ng Lan Kong |first3=Jeremy |last4=Srikoon |first4=Sanit |last5=Vangpoomyai |first5=Penporn |last6=Rattanavongsa |first6=Jareunkwan |last7=Rachahoon |first7=Ganya |date=2014-08-13 |title=Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry |url=http://www.tandfonline.com/doi/abs/10.1080/09500693.2014.886347 |journal=International Journal of Science Education |language=en |volume=36 |issue=12 |pages=1937–1959 |doi=10.1080/09500693.2014.886347 |bibcode=2014IJSEd..36.1937B |s2cid=144105574 |issn=0950-0693|url-access=subscription }}</ref>
=== Inquisitive learning ===
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==== History ====
A catalyst for reform within North American science education was the 1957 launch of [[Sputnik 1|Sputnik]], the Soviet Union satellite. This historical scientific breakthrough caused a great deal of concern around the science and technology education the American students were receiving. In 1958 the U.S. congress developed and passed the [[National Defense Education Act]] in order to provide math and science teachers with adequate teaching materials.<ref name="science.education.nih.gov">National Institute for Health. (2005). Doing Science: The Process of Science Inquiry. [https://web.archive.org/web/20201017000813/https://science.education.nih.gov/supplements/Process%20of%20Scietific%20Inquiry.pdf [http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm]]</ref><ref>"National Defense Education Act | US Education Reform, 1958 | Britannica". ''www.britannica.com''. 2023-08-26. Retrieved 2023-10-04.</ref>
==== Science standards ====
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==== Pedagogical applications ====
Inquiry-based pedagogy in science education has been shown to increase students' scientific knowledge and literacy when compared to when students are taught using more traditional pedagogical methods.<ref name=":02">{{Cite thesis |title=Lego TC logo as a learning environment in problem-solving in advanced supplementary level design & technology with pupils aged 16–19 |url=http://dx.doi.org/10.5353/th_b3862630 |publisher=The University of Hong Kong Libraries |first=Ting-kau |last=Lo|date=1992 |doi=10.5353/th_b3862630 |
In cases where students' scientific knowledge in an inquiry based classroom was not significantly different than their peers taught in traditional methods, student problem solving ability was found to be improved for inquiry learning students.<ref name=":02" /> Inquiry as a pedagogical framework and learning process fits within many educational models including Problem Based Learning and the 5E Model of Education.
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There are several common misconceptions regarding inquiry-based science, the first being that inquiry science is simply instruction that teaches students to follow the scientific method. Many teachers had the opportunity to work within the constraints of the scientific method as students themselves and assume inquiry learning must be the same. Inquiry science is not just about solving problems in six simple steps but much more broadly focused on the intellectual problem-solving skills developed throughout a scientific process.<ref name="National Science Education Standards 1996">National Science Education Standards. (1996). National Academy Press. Washington, DC.</ref> Additionally, not every hands-on lesson can be considered inquiry.
Some educators believe that there is only one true method of inquiry, which would be described as the level four: Open Inquiry. While open inquiry may be the most authentic form of inquiry, there are many skills and a level of conceptual understanding that the students must have developed before they can be successful at this high level of inquiry.<ref name="
== Criticism ==
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