From Socrates to Science: The Development and Pedagogical Foundations of Inquiry-Based Learning
Keywords:
Inquiry-Based Learning, Socratic Method, Constructivist Education, Scientific Inquiry, Critical ThinkingAbstract
This paper explores the historical evolution and pedagogical foundations of Inquiry-Based Learning (IBL), tracing its development from the Socratic Method to modern scientific inquiry. Inquiry-based learning emphasizes active student engagement, critical thinking, and problem-solving by encouraging learners to ask questions, investigate concepts, and construct their own understanding. The study examines key philosophical influences, including Socratic questioning, constructivist theories, and the integration of scientific inquiry into contemporary education. It highlights the role of educators in facilitating student-driven exploration and the significance of technological advancements in enhancing inquiry-based pedagogy. Additionally, the paper discusses the challenges of implementing IBL, such as assessment complexities, teacher training needs, and institutional constraints. By reviewing case studies of successful applications in various educational disciplines, this research underscores the impact of IBL on student motivation, engagement, and long-term academic achievement. The findings advocate for a broader adoption of inquiry-based methodologies to cultivate critical thinkers prepared for the complexities of the modern world.
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