Inquiry-based learning编辑历史

# Inquiry-based learning

**Inquiry-based learning (IBL)** is a student-centered pedagogical approach that emphasizes active investigation, critical thinking, and problem-solving. Instead of passively receiving information, learners drive their own learning by posing questions, exploring resources, conducting experiments, and constructing knowledge through hands-on experience. This method aligns with constructivist theories and is widely used in science, mathematics, social studies, and humanities classrooms to foster deeper understanding and intrinsic motivation.

## 1 Definition and core principles

Inquiry-based learning is an educational strategy in which students actively participate in the process of knowledge construction by asking questions, investigating phenomena, and drawing evidence-based conclusions. The core principles include student agency, authentic questioning, evidence-based reasoning, and reflective practice. IBL positions the learner as an active co-creator of understanding rather than a passive recipient of transmitted information.

### 1.1 Key characteristics

Key characteristics of inquiry-based learning include: (a) learning begins with a question, problem, or scenario; (b) students engage in hands-on investigation and data collection; (c) the teacher acts as a facilitator rather than a lecturer; (d) emphasis is placed on process skills such as observation, classification, and inference; and (e) the learning environment encourages collaboration and iterative refinement of ideas. IBL is inherently flexible, allowing for varying degrees of structure depending on student readiness.

### 1.2 Contrast with traditional instruction

Traditional instruction typically follows a teacher-centered model where information is delivered through lectures, textbooks, and direct instruction, followed by practice and assessment of recall. In contrast, inquiry-based learning shifts the focus from "telling" to "asking." While traditional methods may be efficient