Inquiry-based learning is a teaching strategy in which both the student’s active participation and responsibility for their learning are emphasized (Pedaste et al, 2015). This means that students utilize methods such as creating and testing hypotheses, experiments, and their own curiosity to engage in self-directed learning (Pedaste et al, 2015). Inquiry-based learning focuses on two main aspects; deep engagement in material, and opportunities to collaborate (Ernst et al., 2017). The goal of this educational strategy is for students to engage in scientific discovery. This is achieved through an inquiry cycle, which includes five inquiry phases: question, predict, experiment, model, and apply (Pedaste et al, 2015). Each of these phases aims to encourage students to continue their learning process and engage in the material at a deeper level. While these phases are generally followed in a sequential order, there are many connections between phases, which may result in the students returning to one or more of the phases throughout their learning process (Pedaste et al, 2017).

Inquiry-based learning allows students to explore their own curiosities and participate in self-directed learning, which fosters a more engaging learning environment. Due to these aspects of this educational style, it has been proven that the inquiry-based learning style results in higher learning outcome in the sciences (Pedaste et al, 2017). While studies suggest that inquiry-based learning is effective within the sciences, I believe this evidence could relay back to the social sciences, specifically for the topic of understanding anxiety in teens. Anxiety is something that everyone experiences in their lives, which makes it an easy to research topic for students. Following the steps of an inquiry cycle would be a beneficial way for students to deepen their understanding of anxiety in teens. This educational style would also allow students to focus on their specific interests in the area of study (for example, social anxiety, test anxiety, generalized anxiety, etc). It also encourages each student to get involved and collaborate with their peers to formulate a deeper understanding of course materials. One way students could utilize inquiry-based learning to better understand anxiety in teens would be creating a hypothesis and following the steps of an inquiry cycle to examine their hypothesis in an engaging, self-directed manner. Students could fabricate a survey for their peers, examine peer-reviewed journal articles, or explore grey literature within their experimentation phase. Using the educational strategy, inquiry-based learning, would be effective in deepening one’s understanding of anxiety in teens.

References:

Ernst, D. C., Hodge, A., & Yoshinobu, S. (2017). What is inquiry-based learning. Notices of the AMS, 64(6), 570-574.

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.