Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science

Abstract

Much attention over the last two decades has been given to inquiry-based learning in science as a way of capturing students’ interest and participation in learning. However, while the research on inquiry-based learning consistently demonstrates that students do attain higher learning outcomes than peers who are taught by traditional transmission approaches, little research has been attached to researching the key elements of this approach that contribute to its success. This review focuses on the role of inquiry-based learning where students work in cooperative groups to investigate topics that challenge their curiosity, encouraging them to ask questions to clarify their understandings, evaluate evidence that may help to explain phenomena, and predict potential solutions to the problems at hand. The key role teachers play in inducting students into ways of thinking and reasoning and providing opportunities for them to work with others in the context of inquiry-based learning will also be discussed.

Keywords

• inquiry-based science
• cooperative learning
• dialogic teaching and learning