The Inquiry-based Learning (IBL) approach involves various levels: Confirmation, Structured, Guided, and Open Inquiry. This approach is suitable for laboratory teaching.
Please recommend some of your strategies/researches that employ IBL approach in teaching the science course.
How is it effective? Are there problems you encountered while implementing?
Scientific inquiry leads students to question everything around them, make hypotheses, and evaluate their results and the impact these have in society and education.
Further reading - http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Venice/pdf/special_events/Mini-course_print_en.pdf
I agree with previous answers. Inquiry-based learning has been supported by research to assist.
But we should always bear in mind that effectiveness depends on planning and goals set. Not solely on the teaching approach.
While teaching science through inquiry has a great reputation and is highly recommended in science education literature, in recent years some opposing ideas appeared in the field, specially in relation to the learning of science concepts using minimum guidance (i.e. inquiry; problem-based instruction, etc.)
I think you should careffully read Kirschner et al. (2006) paper. For a review of this debate, see Zhang (2016) paper.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry based teaching. Educational Psychologist, 41(2), 75–86.
Zhang, L. (2016). Is inquiry-based science teaching worth the effort? Some thoughts worth considering. Science & Education, 25:897-915.
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