Common Misconceptions About Inquiry-Based Learning
Inquiry-Based Learning (IBL) is an educational approach that centers on students exploring their own questions, following their natural curiosity, and developing understanding through investigation and critical thinking. While this method has many benefits, there are also several common misconceptions that may confuse teachers about how it works and how best to implement it. Let’s clear up some of these misunderstandings and help you see what IBL really entails.
1. Anchoring phenomena need to be extraordinary
Many people think that the phenomena used to kick off inquiry-based learning need to be exciting or spectacular to grab students’ attention. While engaging topics are certainly a plus, they don’t have to be over-the-top. The key is relevance. Anchoring phenomena that connect with students’ daily lives and experiences often work best. Even simple, everyday events can serve as powerful learning anchors. A local environmental issue or a common problem can spark curiosity and lead to deep exploration. It’s all about making learning meaningful, not flashy.
The key is relevance. Even simple, everyday events can serve as powerful learning anchors.
2. The inquiry cycle is a linear process
It’s easy to assume that the inquiry process follows a straightforward, step-by-step path that is purely sequential, moving from one stage to the next. But in reality, inquiry is more like assembling a puzzle where students may move between different pieces—asking questions, investigating, creating explanations, and reflecting on what they’ve found. This flexible, non-linear process mirrors the real-world way scientists and critical thinkers operate. Knowing this can help teachers plan for more adaptable, student-centered experiences that allows them to jump back and forth between different stages.
3. It’s all about asking questions
Yes, asking questions is important in IBL, but it’s only part of the story. Inquiry-based learning also involves designing investigations, analyzing data, constructing explanations, and sharing findings.
It’s also the case that, while the goal of the asking questions phase of the inquiry cycle is to generate as many questions as possible, not all of them can or in fact should be further explored. The questions that students record on the Driving Question Board need to be reviewed and prioritized, with only a selection then being actively used to explore the anchoring phenomenon at hand. This refinement process requires teachers to play an active facilitation role, even while continuing to let the students’ curiosity drive their learning.
4. Teachers need to step back and let students take over
Considering the point above, it is a mistake to assume that IBL requires teachers to take a hands-off approach and let students do everything on their own. In reality, teachers play a crucial role in guiding the inquiry process. They provide resources, ask thoughtful questions, and facilitate discussions that help students stay on track. In an IBL classroom, teachers are actively involved, supporting students through challenges and helping them deepen their understanding. It’s not about stepping back—it’s about stepping in at the right moments.
It is a mistake to assume that IBL requires teachers to take a hands-off approach… Teachers play a key role in guiding the inquiry process.
5. Inquiry-based learning doesn’t focus on performance
Some worry that IBL takes the focus away from measurable student performance. On the contrary, research shows that IBL can enhance student achievement by promoting deeper understanding and retention. Through inquiry, students develop critical thinking, problem-solving, and collaboration skills that are key for success in the real world. Plus, well-designed assessments within an IBL framework can give you clear insights into how students are progressing.
6. It’s an easy path for students
Given the misconceptions around the role of assessment in IBL, some may think that IBL makes things easier for students by virtue of not setting as ambitious expectations as other approaches. But in fact one might say that the opposite is true. Inquiry-based learning challenges students to take ownership of their learning, think critically, and solve complex problems. It’s a rigorous process that requires perseverance, as students navigate uncertainties, test ideas, and revise their thinking based on evidence. IBL may be rewarding, but it’s certainly not an “easy” option for learners, particularly when many are being exposed to this type of learning for the first time.
7. It’s simple for teachers to implement
Similarly, it’s a mistake to think that IBL is easy for teachers to implement. Facilitating inquiry requires careful planning, flexibility, and ongoing professional development. Teachers must design engaging inquiry prompts, create supportive learning environments, and guide students through diverse and sometimes unpredictable learning paths. Balancing student autonomy with enough structure can be tricky, especially in diverse classrooms with multilingual learners or neurodiverse students. But with practice, teachers find it’s a dynamic and fulfilling way to teach, and provides a more inclusive and equitable experience for all.
Further reading
Interested in learning how a science teacher overcame her fears and came to love inquiry-led, phenomena-based science instruction? Read the article on eSchool News.
8. Digital tools cannot support a hands-on IBL approach
You might have heard inquiry-based learning being referred to as the process of “doing science”. This kind of terminology creates confusion around the important role that digital aids, tools and curriculum can play in enhancing IBL. Digital curriculum gives students flexible ways to explore real-world data and topics using interactive tools, and provides better opportunities for them to dive into their inquiries at their own pace, following what sparks their interest. Online platforms also make it easy for students to collaborate, share ideas, and learn from each other, both in the classroom and at home.
So while hands-on, in-person experimentation is conducive to IBL, so too is the use of digital tools that serve to make it more engaging, relevant and inclusive.
The bottom line?
While IBL definitely presents challenges for both students and teachers, the rewards—a richer, more engaged learning experience—make it well worth the effort. By tackling the myths, educators can better equip students for lifelong learning and success beyond the classroom.
Blog articles