Inquiry-based learning is a teaching method that centers learning around students' questions. It involves students actively exploring concepts through hands-on investigations and projects. There are different types of inquiry, from open inquiry where students formulate their own questions to guided inquiry where teachers provide more structure. Constructivism theory supports inquiry-based learning as it holds that people actively construct their own understanding through experiences. When using inquiry, teachers commit to provoking students' thinking through rich experiences and carefully planned questioning to support student-driven investigations.

1. PHD COURSES
Student Name:
Professor Name:
Topic:

2. Introduction
How often do we leave the classroom feeling as if our
students did not get the main points, did not understand the
concepts, or perhaps, that they had not even read the required
material? How often does it seem that they just do not care? How
often do we take action to remedy this state of affairs? Do we
resort (refuge) to the same old lecture format? Do we ask the
same tired essay questions? Tell me all you know about so and so.
Is there a better way?

3. Inductive teaching
inductive teaching encompasses a range of teaching methods
including “inquiry based learning” (IBL), problem-based learning
(PBL), project-based learning, case-based teaching, and discovery
learning (1).

4. Alternative teaching approaches are more inductive.
Topics are introduced by presenting specific observations,
case studies or problems, and students are helped to discover
theories only after the need to know them . Inductive
teaching and learning is an umbrella term that encompasses
a range of instructional methods,, including inquiry learning,
problem-based learning, project-based learning, case-based
teaching, and discovery learning (p1). They are all learner
centered.(2)

5. Inquiry-based teaching
inquiry-based teaching is a pedagogical approach that invites
students to explore academic content by posing, investigating, and
answering questions. Also known as problem-based teaching or
simply as ‘inquiry,’ this approach puts students’ questions at the
center of the curriculum, and places just as much value on the
component skills of research as it does on knowledge and
understanding of content(1).

6. Inquiry-based teaching
Inquiry teaching builds analytic skills, improves students’
knowledge base, and promotes student engagement. Inquiry
students are more likely to build hypotheses, integrate, and
apply new knowledge more than students in traditional lecture-
format classrooms(2).

7. Inquiry-based teaching
Inquiry teaching involves creating, conducting and evaluating
learning experiences that require students to go through the
same processes and develop or employ the same knowledge and
attitudes they would use if
engaged in independent rational inquiry(2).

8. Inquiry-based teaching
When teachers choose to use an inquiry-based approach, they
commit to provide rich experiences that provoke students’ thinking
and curiosity; to plan carefully-constructed questioning sequences;
to manage multiple student investigations at the same time; to
continuously assess the progress of each student as they work
toward their solution or final product; and to respond in-the
moment to students’ emerging queries and discoveries(1).

9. Inquiry-based environment
Inquiry-based environment is one that
provides and supports development of learning
experiences where learners observe events, ask
questions, construct explanations, test those
explanations, use critical and logical thinking,
generalize observed patterns, and consider
alternative explanations.

10. Inquiry-based environment
In this cyclical process: The learner asks questions.
These questions lead to the desire for answers to the question
(or for solutions to a problem) and result in the beginning of
exploration and hypotheses creation. These hypotheses lead to
an investigation to test the hypothesis or find answers and
solutions to the question and/or problem. The investigation
leads to the creation or construction of new knowledge based
on investigation findings. The learner discusses and reflects on
this newly-acquired knowledge, which, in turn leads to more
questions and further investigation(1).

11. Inquiry-Based Learning
Inquiry based-learning is a strategy about student exploration of
knowledge p66. It is important as a tool for developing systematic
and critical thinking skills, problem solving capabilities, and the
creativity of students p65. There are at least four critical steps
when conducting inquiry learning: generating hypothesis, collecting
data, interpreting evidence, and drawing conclusions.
The central goal of IBL is for students to develop valuable
research skills and be prepared for life-long learning. Students
should achieve learning outcomes that include critical thinking, the
ability for independent inquiry, responsibility forown learning and
intellectual growth and maturity(1)

12. Inquiry-Based Learning
inquiry-based emphasizes the importance of students
exploring ideas, conducting “hands on” investigations, engaging in
projects on topics they choose, working collaboratively, discussing
their ideas, and gaining conceptual understanding. In general,
these approaches view knowledge as something individuals
construct for themselves through action, reflection, and
discussion; not as something that can be simply transmitted from
teachers or books to students(1)

13. Global Steps
inquiry based learning cycle has five global steps: ask,
investigate, create, discuss and reflect. One can conclude that the
required abilities to do an inquiry include: identifying and posing
questions, designing and conducting investigations, analyzing data and
evidence, using models and explanations, and communicating findings.

14. Types of Inquiry-Based Learning
Inquiry learning encompasses a variety of techniques that differ from one another in
significant ways. According to structured inquiry students are given a problem and an
outline for how to solve it, but in guided inquiry , students must also figure out the solution
method. For open inquiry, students must formulate the problem for themselves. teacher
inquiry, in which the teacher poses questions, and learner inquiry, in which questions are
posed by the students. In process-oriented-guided-inquiry-learning (POGIL), students work
in small groups in a class or laboratory on instructional modules that present them with
information or data, followed by leading questions designed to guide them toward
formulation of their own conclusions. The instructor serves as facilitator, working with
student groups if they need help and addressing class-wide problems when necessary(3).

15. Inquiry-Based Learning
Instruction should begin with content and experiences likely
to be familiar to the students, so they can make connections to
their existing knowledge structures. New material should be
presented in the context of its intended real-world applications
and its relations hip to other areas of knowledge, rather than
being taught abstractly and out of context.

16. Students should develop research skills and be prepared for
life-long learning. They should achieve outcomes that include
critical thinking, the ability for independent inquiry,
responsibility for own learning and intellectual growth and
maturity. Strong support for an IBL approach comes from
constructivism, cognitive research on motivating learners,
intellectual development, approaches to learning and learning
cycle-based teaching.

17. IBL
Furthermore, there has been a recent movement towards
strengthening teaching and research links and IBL is an
enticing and convincing pedagogy that offers a way for teaching
and research to be strongly integrated to the benefit of all
stakeholders (students, teachers and institutions). However, the
research on learning styles gives rise to caution, as many
students may be uncomfortable with inquiry approaches and
thus need adequate support to make the transition.

18. CONSTRUCTIVISM AND INQUIRY-BASED LEARNING
Learners actively construct and reconstruct their own
reality in an effort to make sense of their experience. New
information is filtered through mental structures (schemata)
that incorporate the student’s prior knowledge, beliefs,
preconceptions and misconceptions, prejudices, and fears. If the
new information is consistent with those structures it may be
integrated into them, but if it is contradictory, it may be
memorized for the exam but is unlikely to be truly incorporated
into the individual’s belief system—which is to say, it will not be
learned(3).

19. CONSTRUCTIVISM AND INQUIRY-BASED LEARNING
According to constructivist view of learning, learners
construct their own understanding of the content under
investigation. To achieve this end, learners will need learning
environments supporting investigation, insight, reflection and
discovery.

20. CONSTRUCTIVISM AND INQUIRY-BASED LEARNING
The constructivist perspective is based on the premise
that we all construct our own views of the world
around us, through integrating our individual
experiences and schema with new knowledge.
Therefore, constructivism focuses on preparing the
learner to solve problems in ambiguous situations. From
a constructivist perspective, knowledge is not
independent of the knower; knowledge consists of
physical and abstract objects in our experience.

21. CONSTRUCTIVISM AND INQUIRY-BASED LEARNING
Constructivists point that it is impractical for
teachers to make all the instructional and learning
decisions and give the information to students without
involving students in the decision making process and
assessing students' abilities to construct knowledge. In
other words, guided instruction through questioning and
inquiry is suggested where students are considered as
the heart of learning process, and provided with
guidance and concrete teaching whenever necessary(1).

22. CONSTRUCTIVISM AND INQUIRY-BASED LEARNING
Constructively communicating ideas is central to the whole
inquiry process. At this point in the cycle of inquiry, learners share
their new ideas with others. The learner begins to ask others about
their own experiences and investigations. Shared knowledge is a
collaborative process, and the meaning of their investigation begins
to take on greater relevance in the context of the learner's
society. Presenting their ideas to classmates, comparing notes,
discussing conclusions, and sharing experiences are all examples of
this process in action.

23. Conclusion
According to the constructivist theory of learning, effective
teaching must offer experiences that build on what students already
know so they can make connections to their existing knowledge
structures; encourage students to become active, self-directed
learners; provide authentic learning opportunities; involve students in
working together in small groups (i.e. in collaborative or cooperative
learning) (1).

24. Conclusion
People learn by making connections from principle to practice and
by collecting pertinent facts in a logically-ordered way. Inquiry
requires the identification of facts and assumptions, the use of
critical thinking, consideration of a range of alternatives, and
stimulates the mental processes toward synthesis of information,
application of principle, and evaluation of what has been done.
Students become more engaged in their learning by taking an
active role(3).

25. References
1. Center for Inspired Teaching (2008). Inspired Issue
Brief: Inquiry-based teaching, Washington, DC 20009.
2. Neuby, B. (2010). Inquiry Teaching in the College
Classroom, The Journal of Effective Teaching, Vol. 10,
No. 1, pp4-21.
3. Michael, J; Richard M. (2006). Inductive Teaching
And Learning Methods: Definitions, Comparisons,
and Research Bases, J. Engr. Education, 95(2), pp123–
138.