Overview of Inquiry-based Learning (IBL)
Why use the inquiry-based learning approach?
It is through the process of inquiry that individuals construct much of their understanding of the natural and human-designed worlds.
Inquiry implies a "need or want to know" premise. For educators, teaching inquiry implies emphasis on helping students to develop
critical, creative, and interdisciplinary thinking skills, and on nurturing inquiring attitudes or habits of mind that will enable individuals
to continue the quest for knowledge throughout life. The theoretical support for IBL stems from widely accepted research on student
learning that has its roots in constructivism and is in line with research on motivation, intellectual development, and approaches to
learning.
Content of disciplines is very important, but as a means to an end, not as an end in itself. The knowledge base for disciplines is
constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the
inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives—an emphasis on "how
we come to know" rather than on “what we know.” (Section adapted from Exline, 2004)
Core Ingredients of IBL
Inquiry-based learning falls under the realm of inductive approaches to teaching and learning that typically begin with a complex realworld problem. As the students study the problem they generate a need for facts, procedures, and guiding principles. Most researchers
agree that the core ingredients of inquiry-based learning are
a learner-centered approach in which the focus of the teaching is on managing student learning rather than on communicating
defined bodies of content or knowledge
integrated learning from a wide-range of disciplines and multiple perspectives
learning by doing--usually involving students discussing questions, finding relevant information, and solving problems,
beginning with public articulation of their current knowledge/experience and what they need to learn
the development of collaborative and self-directed learning skills in which students take responsibility for their own learning-usually by collecting information that will inform the group’s decision-making process in relation to a problem
students develop skills in reflective practice--usually by discussing and self-assessing their learning process, what they have
learned, and what they still need to learn (Section adapted from Kahn, 2005)
Challenges for Instructors
The above characteristics identify the role of the instructor as a facilitator of learning, which can be a challenge for instructors who are
used to being the knowledge-provider in the course as well as the manager of student learning. If teaching IBL were as simple as
presenting the learners with a problem and if students could be relied upon to work consistently at a high level of cognitive selfmonitoring and self-regulation, then the instructor’s role in IBL would not present much of a challenge. The reality is that learners who
are new to IBL require significant scaffolding to support the development of critical thinking, integrative problem-solving skills, selfdirected learning, and teamwork/collaboration to a level of sufficiency where the scaffolds can be removed. (Section adapted from
Spronken-Smith, 2012)
Tips for Facilitating IBL
The learning will occur within the parameters set by the instructor, who will determine such factors as
structure of assignments
timetable
nature of interactions with peers
access to resources
definition and description of quality standards
It will help to
introduce students to the process, its purpose, and expectations
explain the role of the instructor and the role of the students
assess and consider students’ various developmental needs
design opportunities for low-stakes practice with timely feedback
involve experienced students, if possible
provide guidelines, rubrics, samples, and models
provide and model self-reflection and self-assessment strategies
Developing Assessments
Model of Inquiry Process
Engage a topic and
build a knowledge
base
Reflect upon the
process and success
Develop a question
Communicate new
understandings
Determine what
needs to be known
Identify resources and
gather data
Organize and synthesize
data
Evaluate data
(Adapted from Justice et al., 2007)
Practitioners of IBL recommend using rubrics to assess inquiry-based assignments because they take the “mystery” out of grading and assessment
and they help to communicate expectations to the students. (It’s important to note that grades and assessment are not always the same, but they
should be closely aligned. For grades, which are often more holistic, you might choose to include behaviors such as attending class or meeting
deadlines, but for course assessment you will determine if your students met the course outcomes.)
Works Referenced
Exline, Joe (2004) Workshop: Inquiry-based Learning. Retrieved from Concept to Classroom website on November 2, 2012:
www.thirteen.org/edonline/concept2class/inquiry
Justice, Chrstopher, James rice, Wayne Warry, Irene Laurie. (2007) “Taking an ‘Inquiry’ course makes a difference—a comparative analysis of student learning” Journal
on Excellence in College Teaching 18 (1), 57-77.
Kahn, Peter K. and Karen O’Rourke (2005). “Understanding Inquiry-Based Learning.” Handbook of Inquiry and Problem-Based Learning. Galway: CELT.
Savery, J.R. (2006) “Overview of Problem-Based Learning: Definitions and Distinctions.” Interdisciplinary Journal of Problem-based Learning 1(1): 9-20.
Spronken-Smith (2012). “Experiencing the Process of Knowledge Creation: The Nature and Use of Inquiry-Based Learning in Higher Education.” Paper prepared for
International Colloquium on Practices for Academic Inquiry.