Infusing inquiry‐based learning skills in curriculum implementation

Abstract

Purpose

The purpose of this paper is to investigate the pedagogical implications of implementing inquiry‐based learning within the context of a problem‐solving oriented curriculum in a polytechnic institution in Singapore. An interventionist study examines the impact of developing questioning skills on students’ problem‐solving abilities.

Design/methodology/approach

A case study approach was adopted as the key research methodology for this course. The students who participated in this study came from a class of 25 first‐year students and they were assigned to five groups consisting of five members in each group. These students ranged in ages from 17 to 19 and were an even mix in terms of gender distribution.

Findings

It was found in the study that inquiry‐based learning as an educational process of active learning encouraged students to discover new knowledge on their own and enhanced their problem‐solving abilities. By generating their own questions and evidence‐supported explanations, students were also able to engage in higher levels of cognitive reasoning in the classroom.

Originality/value

The findings of this study will inform curriculum designers and educators who wish to implement alternative pedagogies on how they can develop inquiry‐based lessons for their classes.

Citation

Laxman, K. (2013), "Infusing inquiry‐based learning skills in curriculum implementation", International Journal for Lesson and Learning Studies, Vol. 2 No. 1, pp. 41-55. https://doi.org/10.1108/20468251311290123