"Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition" (Bulba, 2015)

Involves group cooperation and investigation (Bulba, 2015)

Challenging students' thinking (Bulba, 2015)

Engaging students in scientific thinking (Bulba, 2015)

Topic should be novel and exciting (Bulba, 2015)

"Abilities to do scientific inquiry include: identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models explanations, and communicating findings" (Keys & Bryan, 2001, p. 632)

Teachers need solid content knowledge to facilitate inquiry based learning (Keys & Bryan 2001; Bublaa, 2015)

This practice aligns with different theoretical frameworks including sociocultural, constructivist, and cognitive constructivist perspectives (Keys & Bray, 2001)

Teaches scientific process skills (Keys & Bryan, 2001)

Encourages metacognition and reflection
(Keys & Bryan, 2001)

"The inquiry-based learning approach to teaching creates an integrated and student-led learning journey." (Watanabe-Crockett)

"The process begins with curiosity; when you can activate a student’s interest and curiosity in a particular subject, you’ll see real engagement and mastery of the topic at hand." (Watanabe-Crockett)

Students become independent problem solvers and thinkers (The Hunt Institute, 2014)

According to Watanbe-Crockett: Enhances critical thinking skills
Makes learning more interesting
Encourages curiosity
Empowers students
Enhances Comprehension

Triggering students' curiosity is an essential element of inquiry based science learning (Watanabe-Crockett)

Offer tools for measurement and experimentation resulting in student lad exploration and discoveries (Watanabe-Crockett)

Prepares students for higher education by developing skills that college ready students need. Developing college ready students should start early, (The Hunt Institute, 2014)

Hands on experiments are easier for students to connect to and understand than problems on a paper. (The Hunt Institute, 2014)

Prepares students for meaningfully using the technology of today and tomorrow (The Hunt Institute, 2014)

Hands on, student centered activities, exploring science in an authentic and collaborative context (The Hunt Institute, 2014)

Encourages collaboration and autonomy (The Hunt Institute, 2014)

"As in all inquiry-based approaches to science teaching, our expectation is that students will themselves engage in the practices and not merely learn about them secondhand. Students cannot comprehend scientific practices, nor fully appreciate the nature of scientific knowledge itself, without directly experiencing those practices for themselves." (National Research Council, 2012)

The current focus on narrow content has prevented students from gaining true understanding of the underlying practices need to explore science. Inquiry-based learning can remedy this. (The National Council, 2012)

Scientific inquiry embodies a set of values students can learn and explore (The National Council, 2012).

Develops students ability to question and can help students learn the difference between scientists and engineers (The National Council, 2012).

Increases students conceptual understanding and learning ( ie an activity on motion leads to students understanding of motion) Keys & Bryan, 2001)

“A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method.”’ (The National Council, 2012)

"The role of inquiry in such an approach is to provide evidence that will convince learners to change their science ideas within a context for social discourse. Inquiry activities are carefully crafted to demonstrate how children's previous ideas may not account for observed phenomena, such as growing plants with no soil" (Keys & Bryan, 2001)