Outcomes and Benefits of Inquiry Based Learning
Research into inquiry-based learning has revealed several important benefits and outcomes:Improved Attitude Toward Science
Students who experience an inquiry approach (rather than traditional approaches) express improved attitude toward science and interest in science careers and report "feeling like a scientist."1 These findings are significant because students who show an interest in science are more likely to study science and choose a scientific career.Develops Science Process Skills and an Understanding of the Nature of Science
Students experience inquiry-based learning in their science classes engage in the processes and procedures important for scientific work, developing the scientific process skills.2 With its emphasis on experience, questioning, searching for evidence, analysis, interpretation, and communication of results (explanation), inquiry learning develops the skills utilized by scientists in their careers. Students construct scientific explanations, realize the existence of experimental errors, view experimental data as evidence to support their claims, and develop richer understanding about the nature of scientific questions.3Deepens Understanding of Science Concepts
A diverse and wide body of research suggests that inquiry-based approaches to learning, which encourage students to directly engage with the subject matter by asking questions, developing hypothesis, and conducting experiments, promote student achievement in science4 and has a positive impact on students' understanding of scientific concepts.5
1 Dillivan, K.D. & Dillivan, M. (2014 February). Student Interest in STEM Disciplines: Results from a Summer Day Camp. Journal of Extension, Research In Brief 52 (1) https://joe.org/joe/2014february/rb5.php; Selim, M.A. & Shrigley, R. L. (1983). The group dynamics approach: A sociopsychological approach for testing the effect of discovery and expository teaching on the science achievement and attitude of young Egyptian students. Journal of Research of Science Teaching, 20(3), pp.213-224. https://doi.org/10.1002/tea.3660200305; Gibson, H. L. (1998). Case studies of an inquiry-based science programs' impact on students' attitudes towards science and interest in science careers. ERIC document reproduction service no. ED 417 980; Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 86(5), 693-705.
2Simsek, P. & Kabapmar, F. (2010). The effects of inquiry-based learning on elementary students' conceptual understanding of matter, scientific process skills and science attitudes Procedia Social and Behavioral Sciences (2) 1190-1194; Skelton, P., Seevers, B., Dormody,T., & Hodnett, F. (2012 July). A Conceptual Process Model for Improving Youth Science Comprehension Article. Journal of Extension, 50(3).
3Wu, H. K. & Wu, C. L. Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms. Res Sci Educ 41, 319-340 (2011). https://doi.org/10.1007/s11165-010-9167-4.
4Chang, C. & Mao, S. (1998). The Effects of an Inquiry-Based Instructional Method on Earth Science Students' Achievement. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22).
5 Chang, C. & Mao, S. (1998). The Effects of an Inquiry-Based Instructional Method on Earth Science Students' Achievement. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22); Scott, D. & Friesen, S. (2013). Inquiry-Based Learning: A Review of the Research Literature. Alberta Education. 1. 1-29; Simsek, P. & Kabapmar, F. (2010). The effects of inquiry-based learning on elementary students' conceptual understanding of matter, scientific process skills and science attitudes Procedia Social and Behavioral Sciences (2) 1190-1194; Skelton, P., Seevers, B., Dormody,T., & Hodnett, F. (2012 July). A Conceptual Process Model for Improving Youth Science Comprehension Article. Journal of Extension, 50(3); Wu, H. K. & Wu, C. L. Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms. Res Sci Educ 41, 319-340 (2011). https://doi.org/10.1007/s11165-010-9167-4.