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Dive Brief:

• Bringing inquiry-based learning into the classroom can deepen the educational process for students, helping them more easily remember the work they've done and what they've learned, said Annie Savard, an associate professor at McGill University’s Department of Integrated Studies in Education. 

• This, in turn, can lead to students having better understanding of what they do and don’t know and being better prepared to seek additional information.

• “They can raise important questions and investigate to find an answer,” Savard said. “They develop confidence and they love to be in charge of the process. Their natural curiosity is pleased by the process of learning by doing.”

Dive Insight:

Educators can bring inquiry-based learning into nearly any subject, from math to music and language arts to drama, Jay Schauer, mentor teacher for West Linn and Wilsonville high schools in Oregon, writes for Edutopia.

Savard, whose work has in part focused on inquiry-based learning, said the approach can help students develop tools ranging from critical thinking to creativity. When educators incorporate a questioning-based approach into the curriculum, students investigate what they see and then delve into how they came to their conclusions. They are also encouraged to argue and debate their opinions, observations and findings with each other.

“They have to question the validity of the work of their peers using criteria,” Savard said. “They have to be creative on how they conduct the investigation and how to report their results. They have to think by themselves, and thus are able to explore and expand their learning process. They develop habits of mind.”

Students also gain confidence in their answers and work as they learn how to argue and defend their conclusions and decisions. But educators should be clear with students that it's OK if they do not have a ready made answer on-hand when asked a question. Inquiry can take time, which includes finding the details to back their work and the confidence to express it.

“Teachers should be aware it’s fine to not have answers to all questions,” Savard said, adding that students have the possibility of answering their own questions through investigation “so there’s no need to ask.”