Inquiry-Based Learning As A Framework For Self-Study
DOI:
https://doi.org/10.37547/pedagogics-crjp-07-02-30Keywords:
Inquiry-based learning, self-directed learning, inquiry skillsAbstract
This article examines inquiry-based learning (IBL) as an effective pedagogical framework for developing self-directed learning in modern education. Grounded in theoretical perspectives of adult learning and constructivism, particularly the ideas of Knowles, Piaget, and Vygotsky, the study conceptualizes inquiry as a structured process of questioning, data collection, analysis, and reflection. The article systematizes the stages of inquiry-based learning and highlights essential inquiry skills, including identifying learning needs, locating and evaluating information sources, and synthesizing evidence-based conclusions. The integration of inquiry-based learning with interactive educational technologies is also discussed. The analysis demonstrates that inquiry-based learning fosters learner autonomy, critical thinking, and meaningful knowledge construction, making it a relevant and sustainable approach for contemporary education systems.
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References
J. Piaget, (1952). The origins of intelligence in children. International Universities Press.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
Lebedeva, O. V. (2019). Preparation of physics teachers for the design and organization of students’ educational and research activities (Doctoral dissertation). National Research Lobachevsky State University of Nizhny Novgorod, Russia.
L.S.Vygotsky,(1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Sidorenko, O. I. (2023). Formation of intercultural communicative competence of future foreign language teachers through interactive learning technologies (Abstract of PhD dissertation). Luhansk, Ukraine.
Uvarov, A. Y. (2000). The inquiry-based approach in teaching natural sciences abroad. Moscow, Russia.
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