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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|doi=10.5353/th_b3862630 }}</ref><ref name=":1">{{Cite journal |last1=Gormally |first1=Cara |last2=Brickman |first2=Peggy |last3=Hallar |first3=Brittan |last4=Armstrong |first4=Norris |date=2009-07-01 |title=Effects of Inquiry-based Learning on Students' Science Literacy Skills and Confidence |url=http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16 |journal=International Journal for the Scholarship of Teaching and Learning |volume=3 |issue=2 |doi=10.20429/ijsotl.2009.030216 |issn=1931-4744|doi-access=free }}</ref><ref name=":3">{{Cite journal |last1=Nichols |first1=Kim |last2=Musofer |first2=Reshma |last3=Fynes-Clinton |first3=Liz |last4=Blundell |first4=Rosanne |date=November 2022 |title=Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years' science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections |url=https://link.springer.com/10.1007/s10798-021-09711-4 |journal=International Journal of Technology and Design Education |language=en |volume=32 |issue=5 |pages=2527–2551 |doi=10.1007/s10798-021-09711-4 |s2cid=239497656 |issn=0957-7572}}</ref> However, even though students in inquiry-based classrooms are shown to have higher scientific knowledge, they have also been shown to have increased frustration and decreased confidence in scientific ability when compared to their peers taught using traditional methods.<ref name=":1" /><ref name=":2">{{Cite journal |last1=Makkonen |first1=Taina |last2=Tirri |first2=Kirsi |last3=Lavonen |first3=Jari |date=November 2021 |title=Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students |url=http://journals.sagepub.com/doi/10.1177/1932202X211018644 |journal=Journal of Advanced Academics |language=en |volume=32 |issue=4 |pages=501–532 |doi=10.1177/1932202X211018644 |s2cid=236285227 |issn=1932-202X|doi-access=free }}</ref> Research has also shown that while inquiry-based pedagogy has been shown to improve students' science achievement, social contexts must be taken into account. This is because achievement gaps among students may be as likely to widen as they are to decrease due to differences in student readiness for inquiry-based learning based on social and economic status differences. <ref>{{Cite journal |last=Secker |first=Clare von |date=February 2002 |title=Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity |url=http://www.tandfonline.com/doi/abs/10.1080/00220670209596585 |journal=The Journal of Educational Research |language=en |volume=95 |issue=3 |pages=151–160 |doi=10.1080/00220670209596585 |s2cid=145144267 |issn=0022-0671}}</ref>
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.
===== Problem-based learning =====
Inquiry as a pedagogical framework has been shown to be especially effective when used along [[problem-based learning]] (PBL) assignments.<ref name=":02" /><ref name=":42">{{Cite journal |last1=Saleh |first1=Asmalina |last2=Phillips |first2=Tanner M. |last3=Hmelo‐Silver |first3=Cindy E. |last4=Glazewski |first4=Krista D. |last5=Mott |first5=Bradford W. |last6=Lester |first6=James C. |date=September 2022 |title=A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment |url=https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13198 |journal=British Journal of Educational Technology |language=en |volume=53 |issue=5 |pages=1321–1342 |doi=10.1111/bjet.13198 |s2cid=247150247 |issn=0007-1013|doi-access=free }}</ref><ref name=":52">Quitadamo, Ian J, and Ryan Campanella. “Cougars, Curriculum, and Community.” ''The Science Teacher'', vol. 72, no. 4, 1 April 2005, pp. 28–31. Accessed 24 September 2023.</ref> As a student-centered strategy, problem-based learning fits well within an inquiry based classroom. Students learn science by performing science: asking questions, designing experiments, collecting data, making claims, and using data to support claims. By creating a culture and community of inquiry in a science classroom, students learn science by working collaboratively with their peers to investigate the world around them and ways to solve problems affecting their communities.<ref name=":52" /> Students confronted with real world problems that affect their everyday lives are shown to have increased engagement and feel more encouraged to solve the problems posed to them.<ref name=":52" />
===== 5E Model of Science Education =====
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