Inquiry-based learning: Fact or fallacy?

摘要

Inquiry-based learning (IBL) has existed since the early 1500.s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. The literature review of inquiry revealed that a concise definition of IBL or, a common understanding of how to implement it could not be found. IBL was presented as a philosophy of teaching, a teaching practice, inclusive, or not inclusive, and was often used concurrently with terms such as: problem-based learning, experiential learning, and co-operative learning. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored.;To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.;The following are the findings from the above mentioned investigation: 1) defining IBL can be an elusive task, 2) IBL can be an inclusive pedagogy, 3) IBL does encompass the tenets of DI and could be used as a process to encompass both and, 4) IBL is a positive pedagogy grounded in a constructivist paradigm that will keep students engaged as they gain new knowledge.