Inquiry-based learning (IBL)
According to the National Research Council (2000), inquiry in education is ‘a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in the light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations and predictions; and communicating results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations’. In a narrow sense, inquiry-based learning (IBL) may be defined as a teaching approach which intends to promote learning by engaging students in any of the processes or activities typically involved in scientific research. These include: making observations, formulating hypothesis, defining problems and key guiding questions, designing and performing experiments and communicating results and evidence-based conclusions.
For a more in-depth discussion of inquiry-based learning, please refer to Dorier and Maass (2012) and Artigue and Blomhoej (2013).
References:
Dorier, J. & Maaß, K. (2012). Inquiry based Mathematics education. Encyclopedia of Mathematics education. Heidelberg: Springer.
National Research Council (2000). Inquiry and the National Science Education Standards. A guide for teaching and learning. Washington, DC: National Academy Press.