Inquiry-based learning has been gaining more attention in classrooms across the world. Teachers often ask, What does it look like in practice? How does it differ from more traditional approaches? At its core, inquiry-based learning (IBL) places students at the center of the process. They investigate questions, test ideas, and make sense of the world with the teacher stepping into the role of guide and facilitator.
Below, I walk through the key ideas, benefits, and challenges of IBL, drawing from research and examples that many teachers will find familiar.
What Is Inquiry-Based Learning?
Inquiry-based learning is a student-centered approach where learners actively explore problems and questions. Instead of being passive recipients of information, students build knowledge through discovery and guided investigation. Teachers step back from the lecture role and create opportunities for exploration. As Pedaste et al. (2015) explain, inquiry gives students ownership of their learning while still being supported by structured guidance.
Roles of Teachers in IBL
Teachers still play a central role, but the role changes. Think of yourself less as the “answer-giver” and more as the guide who helps shape the journey. In an inquiry-based classroom, you:
- Facilitate questions and exploration
- Scaffold when students need support
- Motivate by sparking curiosity
- Assess understanding and give feedback
- Connect lessons to prior knowledge and real-world applications
This shift can feel different at first, but many teachers find it energizing because it places curiosity and questioning at the heart of the classroom.
Theoretical Foundations
The theory behind IBL is rooted in constructivism. Students build new knowledge by linking it to what they already know, and that knowledge grows stronger when they engage with peers and the environment. Figures like John Dewey, Jean Piaget, and Lev Vygotsky laid the groundwork for this way of thinking about learning.
In practice, this means inquiry emphasizes problem-solving, reflection, and active engagement. Guidance from teachers remains important, but it gradually fades as students grow more confident and capable.
Benefits of Inquiry-Based Learning
Teachers who adopt inquiry often notice changes not only in how students learn, but also in how they think about learning itself. Some of the key benefits include:
- Critical thinking: Students develop deeper reasoning and analytical skills.
- Curiosity and motivation: Real-world problems spark interest and engagement.
- Lifelong learning skills: Students learn how to keep asking questions and seeking answers independently.
- Knowledge retention: Understanding lasts longer when it comes from active exploration.
- Transferable skills: Students prepare for future careers by practicing decision-making and problem-solving.
- Active learning: Instead of memorizing, students experiment, observe, and explore.
Inquiry-Based Learning Models
Several models can help teachers structure inquiry in the classroom. Two of the most widely referenced are the 5E Model (Bybee et al., 2006) and the Pedaste et al. (2015) Five-Phase Framework.
- 5E Model: Engage, Explore, Explain, Elaborate, Evaluate. This cycle captures interest, supports hands-on exploration, builds understanding, and encourages reflection.
- Five-Phase Framework: Orientation, Conceptualization, Investigation, Conclusion, Discussion. This model highlights how inquiry flows from initial curiosity to evidence-based conclusions and shared findings.
Both frameworks give teachers practical steps for designing lessons that balance freedom and structure.
Elementary vs. Secondary Inquiry-Based Learning
Inquiry looks different depending on the age of students. In elementary classrooms, it often leans toward hands-on and guided activities: planting seeds, building simple machines, or solving story-based mysteries. In secondary classrooms, inquiry grows more student-driven. Learners might design experiments, analyze historical documents, or carry out independent research projects.
The principles stay the same, but the level of autonomy increases as students become more capable of managing open-ended tasks.
Balancing Guidance and Autonomy
One of the recurring themes in the research is balance. Too much freedom and students may feel lost. Too much guidance and inquiry turns back into traditional instruction. The art of inquiry lies in finding the right mix of support and independence, depending on the complexity of the task and the needs of the learners. (Dobber et al., 2017)
Limitations and Challenges
Inquiry offers powerful benefits, but teachers know it also comes with challenges.
- Time and resources: Preparing meaningful inquiry takes planning and flexible schedules.
- Assessment: Traditional tests don’t always capture skills like collaboration and problem-solving.
- Teacher preparation: Not all teachers feel fully prepared or confident to implement IBL effectively without training.
- Student skills: Some students may need extra support to handle the responsibility that comes with inquiry.
- Systemic pressures: High-stakes testing and rigid curricula can limit opportunities for extended inquiry projects.
Acknowledging these challenges helps set realistic expectations. Many schools find success when they start small, integrating inquiry gradually and supporting teachers through professional development.
Related: 7 Key Steps to Project-Based Learning
Final Thoughts
Inquiry-based learning is a mindset that values questions as much as answers and views learning as an active, student-driven process. When teachers embrace inquiry, they invite curiosity, foster independence, and prepare students for lifelong learning.
While it requires time, support, and sometimes courage to step away from traditional routines, the rewards—for both students and teachers—are worth the effort.
Here is the PDF version of this post.
References
- Alper, C. (2018). Embracing Inquiry-Based Instruction. Edutopia. https://www.edutopia.org/article/embracing-inquiry-based-instruction/
- Barshay, J. (2024).Proof Points: Two groups of scholars revive the debate over inquiry vs. direct instruction. The Hechinger Report. https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/
- Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
- Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. https://www.bates.edu/research/files/2018/07/BSCS_5E_Executive_Summary.pdf
- Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194–214. https://doi.org/10.1016/j.edurev.2017.09.002
- Frontiers in Education (2023) – Science and Inquiry-Based Teaching and Learning: A Systematic Review
- Lesley University. (2023). Empowering Students: The 5E Model Explained. https://lesley.edu/article/empowering-students-the-5e-model-explained
- Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
- Chen, F., & Chen, G. (2024). Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies. Science & Education. https://doi.org/10.1007/s11191-024-00538-8
- Urdanivia Alarcon, D. A., Talavera-Mendoza, F., Rucano Paucar, F. H., Cayani Caceres, K. S., & Machaca Viza, R. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education (Lausanne), 8. https://doi.org/10.3389/feduc.2023.1170487
- YouthLearn / EDC (2016). Inquiry-Based Learning: An Approach to Educating and Inspiring Kids. https://youthlearn.org/wp-content/uploads/Inquiry_Based_Learning.pdf
