ABSTRACT
Inquiry-based learning is a process that mimics the exploration of professionals in the field. Students take on the practices of a scientist or historian to investigate a particular phenomenon or situation. The process is collaborative, resulting in evidence-based discourse within the classroom. Regardless of discipline, inquiry-based learning can be identified by shared characteristics. It is a student-centred process and is driven by a challenge, problem, or question. Also, inquiry-based learning emphasises evidence-based argumentation. It is not a new idea; rather, it has been promoted for years. This is especially true in the field of science education. While implementing inquiry-based practices in the classroom has not been easy, the method has grown in popularity across disciplines. This increase in popularity has resulted in the creation of a number of frameworks for teachers and curriculum developers to plan for inquiry-based learning.
