Because inquiry actively engages learners in problem posing, investigating, critical analysis, taking multiple perspectives, and communicating to build and share knowledge, ultimately it can prepare learners as active citizens in democratic life, a view promoted most famously by John Dewey. Such an inquiry stance is theoretically aligned with calls to teach for social justice and has been paired with critical pedagogy through Brazilian educator Paulo Freire's problem-posing approach. Problem-posing engages groups of learners in examining their own life circumstances to uncover systemic inequities, then developing strategies for taking action to address these inequities. Critical inquiry practices build learners' understandings of social and political structures and issues and provide them with strategies, perspectives, and skills for voicing their views and negotiating solutions from multiple perspectives.
Jennings, Louise B., et al. "Inquiry-Based Learning." Encyclopedia of Educational Reform and Dissent, edited by Thomas C. Hunt, et al., Sage Publications, 1st edition, 2010. Credo Reference, https://marshall.idm.oclc.org/
Inquiry Based Thinking: Students will formulate focused questions and/or hypotheses, evaluate existing knowledge, collect and analyze data, and draw justifiable conclusions.
Trait 1: Problem/Question: Formulate focused questions and/or hypotheses.
Trait 2: Research of Existing Knowledge: Evaluate existing knowledge.
Trait 3: Method of Inquiry: Collect and analyze data.
Trait 4: Data Analysis and Conclusions: Draw justifiable conclusions.
Credo Reference: Encyclopedia of Distance Learning: Inquiry Based Learning- Topic page from the Credo Reference Database about Inquiry Based Learning.
Inquiry Based Thinking: MU Learning Outcomes Supporting Documentation - Gives precise information about traits and performance levels expected of students learning to master this learning outcome.