Inquiry Based Learning Method Of Teaching In Education: A Literature Review

Abstract

The study aimed to explore on the elements, importance and implementation of IBL in the teaching learning process. The study discloses the background information, aims, scope, objectives, and the researchers' interest in selecting inquiry-based learning. Three elements which fall in the broader umbrella of IBL such as project-based learning, problem-based learning and case study method of teaching students were also discussed. The study further informs the responsibility of teachers and educators to implement IBL in classrooms to improve 21 st century skills such as creativity, critical thinking, collaboration, and communication among the learners. It presents and discusses in detail how the traditional teaching methods hinder the learning of the students in comparison to inquiry-based learning. The literature review brings light to the project-based learning and problem-based leaning which aid the learners to learn life skills to become decision makers, problem solvers and independent thinkers. The literature review concludes by humbly encouraging the implementation of IBL in Pakistani schools, colleges and universities.

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Inquiry Based Learning Method Of Teaching In Education:
A Literature Review
Victoria Joseph1 , Dr. Irfan Sheikh2 , Salman Rajani3
1HOD, Dept of Education, Greenwich University, Karachi.
2Assistant Professor, Dept of Education, Greenwich University, Karachi.
3Lecturer, Dept of Education, Greenwich University, Karachi.
ABSTRACT
The study aimed to explore on the elements, importance and implementation of IBL in the teaching
learning process. The study discloses the background information, aims, scope, objectives, and the
researchers’ interest in selecting inquiry-based learning. Three elements which fall in the broader
umbrella of IBL such as project-based learning, problem-based learning and case study method of
teaching students were also discussed. The study further informs the responsibility of teachers and
educators to implement IBL in classrooms to improve 21st century skills such as creativity, critical
thinking, collaboration, and communication among the learners. It presents and discusses in detail
how the traditional teaching methods hinder the learning of the students in comparison to inquiry-
based learning. The literature review brings light to the project-based learning and problem-based
leaning which aid the learners to learn life skills to become decision makers, problem solvers and
independent thinkers. The literature review concludes by humbly encouraging the implementation
of IBL in Pakistani schools, colleges and universities.
Keyterms: Inquiry, project, critical thinking, attitude, knowledge, problem-solving.
INTRODUCTION
Inquiry based learning (IBL) is one of the leading strategies utilized in student centered
approaches. It is the perfect way of locks in learners as more significant way to learn rather than
the transmission of actualities (Smith, 2006), learning by doing experientially (Dewey, 1933).
Perceptions or realities to translate challenging real-world issue, inquire about and ponder the
data or issue they make a require for confirmations, forms and the directing standards (Ma, Xiao,
Wei & Yang, 2011). Kember (1997 as cited in smith, 2006) states that Inquiry based learning sets
the base for learner centered approach, which becomes the center on understudy learning instead
of sharing the well-defined bodies of content knowledge or subject matter.
IBL makes an dynamic learning environment because it includes learning by doing and

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may contain of discourses, addressing and solving issues (Ruler & Felder 2006).
IBL encourages the improvement of self-directed learning.
BACKGROUND OF THE STUDY
Traditional teaching methods in Pakistani schools are quite common and the most concerning
educational issues to date. Traditional teaching methods are teacher centered approaches and
passive in nature, which promotes to the rote learning techniques and further leads to cheating in
the examinations. Students are often bored, and distracted during the teaching sessions as they are
not actively engaged in the teaching learning process. This concern in schools has become a
frustrating and challenging problem for teachers, parents and students all around Pakistan. Based
on researcher’s experience, the traditional teaching approach is mostly accepted by both teachers
and parents. The researcher thought of bringing a change in the Pakistani educational set-up by
introducing Inquiry Based Learning (IBL), which is different from traditional and conventional
teaching methods as it includes the student centered teaching approaches (Nunaki et al., 2019)
Pakistani educational system entertains traditional teaching that is talk and chalk which encourages
in meaningless rote learning and cheating during examinations. Even the tests and examinations
are theory based which comprises of factual information rather than conceptual learning and
reflective critical thinking (Rehmani, 2003). This kind of teaching and assessment system coerces
students to meaningless rote learn and replicate information to get good grades in the
examinations. Siddiqui (2007) further explains on rote learning and examination are the only
focus. The researcher certainly had the similar experiences during the teaching tenure in various
schools and wished to bring a change to the traditional method of teaching to the modern, student
centered method of teaching through Inquiry Based Learning.
Objectives of the study
The literature review formulated three objectives
❖ To highlight the characteristics and IBL methods of teaching
❖ To highlight the importance of IBL
❖ To recommend strategies and IBL methods of teaching for better learning outcome of
students.
Limitation of the Study
Considering the scope of this literary research, the findings are limited to lack of empirical research
studies in the area.
IBL Methods of Teaching
IBL in its widest sense can be seen as an umbrella term, which covers a range of approaches to
learning process through inquiry, as it would include Project Based Learning, Problem Based
Learning, Case Study, fieldwork, and so on (Healy & Jenkins, 2009).

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Characteristics of Inquiry Based Learning
Inquiry based learning is one of the best methods used in inductive approaches of learning process.
It is the ideal way of engaging learners in more meaningful manner to learn rather than just rote
learning the facts (Smith, 2006), learning by doing experientially (Dewey, 1933). It involves
observation of facts to interpret the challenging real-world problems (Ma, Xiao, Wei & Yang,
2011). Kember (1997 as cited in smith, 2006) states that inquiry-based learning sets the base for
learner centered approach, which becomes the focus on student learning rather than sharing the
well-defined bodies of content knowledge or subject matter. IBL creates an active learning
environment as it involves learning by doing and may comprise of discussions, questioning and
bring solution to the problems (Prince & Felder 2006). IBL facilitates the enhancement of self-
directed learning skills of the students. ( Khalaf & Zin, 2018). This kind of learning is one of the
approaches of inductive methods also applying collaborative or cooperative learning. Essential
characteristic of I B L is that there is no one right answer , it specifically focus on students
learning, promotes and encourages critical thinking, most specifically make the learners
responsible and integrate disciplines and connecting real world situations (Eysink et al., 2015).
BENEFITS OF IBL
IBL is one of the brilliant strategies utilized in inductive approaches of learning prepare. It is
the perfect way in learners as more important way to learn rather than the transmission
of realities (Smith, 2006), learning by doing experientially (Dewey,
1933). Perceptions or truths to translate challenging real-world issue, investigate and ponder the
data or issue they make a require for confirmations, forms and the directing standards (Ma, Xiao,
Wei & Yang, 2011). IBL makes openings for giving environment past the classrooms so as
to familiarize them different genuine life circumstances and settings (Walia, 2012).
Instructors must be a role model to demonstrate for how to contribute and expand thoughts, how
to examine and how to discover imaginative ways to present students to thoughts and to subject
matter that's of incredible esteem. Following are the different teaching methods of inquiry-based
learning and limitations of IBL.
DIFFERENT TEACHING METHODS OF INQUIRY BASED LEARNING
I B L method of teaching is a broader umbrella which covers many aspects. This review
discusses on Project Based Learning, Problem Based Learning and Case Studies method of
teaching.
LIMITATIONS OF IBL
IBL serves numerous benefits however, there are also few issues which the instructors and the
students confront. Learners’ ought to be adequately persuaded as the I B L require higher level of
motivation to perform the request. Understudies must too know how to perform
the assignments that their investigations requires, must get it their objectives of the hone and be

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able to translate the results appropriately (Soloway et al., (1994). Learners who take part in I B L
are basically learning how to memorize, which can be exceptionally challenging errand for
teachers as the instructors have to be spend sufficient time
and exertion in planning and arranging the exercises and be caution all through ( Flick &
Lederman, 2004). The teachers require be comfortable and the teacher’s attitude
directly influence the understudies state of mind because
it does understudies intrigued, sentiments of connectedness and relevance of the fabric (Witt &
Ulmer, 2010).
1.PROJECT BASED LEARNING (PBL)
Project Based Learning (PBL) can be accepted as an guidelines methodology that comprises
students’ examinations of compelling issues that comes full circle in bona fide items.
The center thought of PBL is that genuine world issues that pull
in learners intrigued and disturb a genuine considering prepare among them, because
it proposes that the understudies procure and apply the modern information in
a issue understanding setting (David, 2008). PBL creates the child's capacity to work with his or
her peers, building cooperation (Shillman, 2005) while, Chard (2005) affirms PBL moves
forward the understanding which is the genuine information, whereas the learners investigate and
make judgments, translate and synthesize data in significant way. One of the major rewards
of extend work is that it positions the school more like real life which is an in-depth examination
of a real-world subject well-intentioned of children’s consideration and exertion (Chard, 2005).
Key Features of P B LKghlights of P B L If learning is energetic
Key highlights of PBL include the significance of the learner. The critical highlights of PBL is
that ought to be of genuine world issue and learning by doing. Instructors must be as direct on
the side, and there ought to be intrigue, collaboration and gather work, inspiration,
satisfaction and motivation of the learner (Dunn, 2014)
Real world problem in PBL
PBL helps students to practically apply what they understand to real-life encounters that leads to
inspiring learning. The students are involved thoroughly when learning relates straight to the
world they live (Dunn, 2014). Perfectly created PBL has been demonstrated to result in inspiring
education which encompasses both participation and self-direction. PBL permit the students to be
lifelong learners and help them to think critically in their classroom (Dunn, 2014).
Teachers and educators can generate real-world problem-solving situations by crafty questioning,
case-studies and tasks that match to two different outlines of inquiry-based teaching learning (Vega
(2015). PBL is about working on challenges which does not require a student perfect product or
artifact. Rather this type of inquiry based approaches involve the learners in creating, questioning
and reviewing the information (Barron et al., 2008). Condiffe as cited in( Vega, 2015) informs
that the projects employed in PBL support fairly with the objectives which help in preparing the
learners for higher academics , reflective thinking, and both and personal and social skills.

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Collaboration and Group Work in PBL
PBL not only incorporates and connect real world problems but also lays the foundation
for the collaboration and group or team work. Many teachers believe that PBL is truly
beneficial for the students, the teachers use PBL in the classroom believe PBL teaches
aptitudes for academic content and 21st century skills such as collaboration and presentation
techniques (Ravits, 2008). PBL aims to create culture of collaboration and team work (Ertmer
& Simons 2006). Students work in group and participate in the projects to explore
their interest, bring possible multiple answers and engagement, which help them to understand
the content and address misconceptions while encouraging reflection (Etmer & Simons, 2006).
Furthermore, PBL delivers a unique opportunity to help students preparation for critical thinking,
collaboration, communication, creativity and enhance the environment for teamwork in the
classroom.
Teacher as Guide
The teachers in the PBL classroom are skilled and challenging as it demands additional training,
assistance and being creative and resourceful. A teacher is a mere facilitator and a mediator in a
PBL classroom than an instructor in any classroom (Morgan, Lehmann et al., 2008 & Otake et al.,
2009). Here the teacher takes the position of a manager of process to support students in acquiring
the necessary information (Stauffacher et al. 2006, p. 255). Meehan and Thomas (2006).
Interdisciplinary and Increased Self-direction
An additional characteristic of PBL is a stress on multiciplinary (Danford, 2006; Lehmann,
2008; DeGraaf & Kolmos, 2009; Otake et al., 2009; Hanney & Savin-Baden, 2013). Mostly the
Projects are of amalgamated disciplines as the combination within natural science and social
sciences (Lehmann, 2008).
Students incline to responsible learning as they are trying to find out answers for the problems.
The students select resources such as journal articles, research materials, textbooks, and other
online properties comparing to the traditional teaching methods (Albanese & Mitchell, 1993).
These types of progressions and understanding skills help out students become more
knowledgeable in knowledge-searching abilities.
BENEFITS OF PROJECT BASED LEARNING
According to Spratt (2015) the learners experience differently in PBL classrooms unlike the
traditional classrooms where students learn passively. Students in PBL classrooms experience and
work in groups using creativity, imagination while applying inquiry based and problem solving
where collaboration, communication and critical thinking are in practice. Chard (2005; and Boaler
(2002) inform that PBL enhances the learners to acquire life skills which will incorporate
technology and information unlike the traditional teaching method. PBL projects are essential
components, not secondary to the curriculum. Both curriculum and teaching strategy are all

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become the essential components of the project ( Thomas, 2005). In PBL, the teachers are the
creators or inventors of learning as there are good experiences as the teachers generate well
planned experience which are customized, interacting socially, which are suitable for the earners.
PBL also helps the slow or weak learners’ academic performance , self-efficacy, value of the task,
group dynamics, and effective interactive teaching strategy (Bogdan, 2011; Eric, 2010). PBL
welcomes and encourages the learner’s choice, abilities to think, their skills of presenting,
communication, and their capacity to interact in a team or a group towards a given project (Neo &
Neo,2009).
LIMITATIONS OF PROBLEM BASED LEARNING
There are many benefits of PBL. However, there are also limitations in implementing PBL in the
teaching learning process. In show disdain toward of being an enhanced classroom action, PBL
may not be exceptionally viable on the off chance that learners are
not fortified to total their ventures. Need of intrigued or inspiration will lead them distant within
the World Wide Web and the learners may get occupied.
Getting to unacceptable and unseemly fabric may be posture an issue. Instructors must
be prepared and define for all sorts of these issues and possibilities, counting approaches to
induce understudies back on track. Moreover, appraisal would be amazingly subjective. The
foremost important problem is the restrictions postured by the medium of the web. One may
be able to see a You Tube video on cultivate creatures, but it still is no comparison for
the esteem of going on a field trip to the cultivate and seeing, hearing, and noticing the real area.
This too applies to science labs, intrigue exercises, playing sports, or putting on a
live theater generation. The momentary and intelligently nature o
2. PROBLEM BASED LEARNING (PBL)
Problem Based learning is one of the Inquiry Based Learning approaches of educating which
s understudy centered in nature. It energizes the learners to be enthusiastic to display certainty,
self-awareness, and frequently a sense of assurance in which they wants to
memorize around a point by tackling open finished issues. Problem Based Learning makes a
difference the learners to internalize learning and leads to more noteworthy understanding. Since
there has been an alter within the world view in instructive setup towards learner centered
approaches. It is genuine that when understudies are locked in within the learning handle, they can
learn, comprehend genuinely and retentions can be progressed. Trop & Sage (2002) educate that
the learners must comprehend the complexity of the inclining handle so that they can
be included effectively in subjects through maintained considering, crawl interior thoughts and in
-vestigate and uncover misinterpretations amid the instructing learning prepare.
Organizing a Problem Based Learning (PBL) Class
A PBL class is very assorted from the conventional address classroom (Rangachri,
2001). Teachers within the PBL course create a list of subjects and ask the learners to choose few

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of them. The understudies at that point are assembled concurring to their interface and choices to
work collaboratively. Allen, Dutch and Groh (1996 as cited in
Stanford bulletin 2001) recommend that issues or problems are presented at the starting of
the course or the conclusion of the past course through a smaller than expected address, which
may give a few settings for the understudies to recognize the issues and identify
the conceivable trouble. The understudies can work in bunch inside the classroom
or exterior the course to unravel the issue. The issues are written and printed at that point given to
each bunch and each part of the bunch. The teachers are asked to take
care sufficient to degree advancement at standard breaks and can intercede to rectify misguided
judgments, or to bring bunches up to comparability with one another.
Steps of PBL
There are six steps in organizing and actualizing the PBL ( Genareo &Lyons, 2015). In the first
step includes the showing of issues to the bunch of understudies. The second step involves
the understudies begin analyzing the given address and attempt to pool in data. The third step is
to concur on the additional data which the students have collected whereas within the fourth step,
the modern information is shared, and the understudies attempt to endeavor to begin with solution
to the given issue which they concur within the fifth step. The 6th step contains the gather reflects
on the method by which they illuminated the given issue. When the understudies are presented
with the issues, they try to streamline and clarify the given issue and work together to arrange and
discover the points of interest which are required.
Essential Soft Skills learned through PBL
Fundamental Delicate Aptitudes learned through PBL
Soft abilities are individual qualities that empower somebody to connected viably and
concordantly with other individuals in any setup. Instructing through PBL makes a difference as
the learners to get various delicate aptitudes such as social and passionate abilities,
cognitive aptitudes, issue tackling abilities, basic considering abilities, autonomous learning or
self-directed learning aptitudes, data innovation abilities, communication aptitudes and so on.
Group Dynamics
Group movement in PBL according to Becker (2015) claims that elements is
concerned around how the group is shaped, their structure and most critically the
method in working which is the interaction of the group individuals and the way the group or
team individuals associated inside the group. Group flow can be characterized as a framework of
behaviors and mental forms happening inside a social gather.
ASSESSMENT IN PBL

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The assessment should be student centered and should benefit every student as it proves their
learning and holistic development. Assessment in problem-based learning may include the use of
practical data on students’ learning to improve programs and advance students’ learning (Allen,
2004). The two types of assessments which are direct and indirect assessment (Allen, 2004);
projects, papers, exhibition, performances, case studies, portfolios, interviews, and oral
examinations in which the learners validate what they know, or what they can do are of direct
assessment. Whereas indirect assessments involve self-report measures such as surveys and so on.
Assessments initiate to inquire about instructional methods, how the students are learning and
accomplishment of objectives.
Limitations of problem Based Learning
Though PBL is relevant and useful it has some limitation for the students, teachers and for the
institutions as well. Wood (2004) states PBL is not welcomed by the teachers as a method of
teaching as teachers often find it difficult to implement PBL curriculum in the classroom. He
further clarifies the students are quite familiar with the conventional method of teaching and feel
threatened by the new approach of PBL. This kind of attitude may be due to different potential
level of students within the group. Weimer (2009), expresses that PBL may need changes in the
philosophy of the educational sector. It also requires a lot of time, preparation and planning before
implementation, Group dynamics problem may require intervention of the faculty, there may be
some problems on how and what to assess the students. It is also thought that very less content is
learned through PBL.
3. CASE STUDY
Case study has been a common research strategy in psychology, sociology, political science, social
work, business, and economics as well as in community planning. It is considered to be the
popular research strategy, often used by researchers in education and other social sciences (Curtis
et al., 2014). Case study is a qualitative approach, using methods such as interview, observation
or focus group discussion which leads the researchers to focus on a unite of study known as
bounded system that is individual teachers, a classroom, or a school organization (Gay et al., 2015
& Burns 2009). It helps to obtain a true and comprehensive picture of individuality as it is
concerned with rigorous study and an examination of a complex causation which can of very useful
in education (Sidhu, 2011). Case studies should be in-depth so as to get the good results for the
naturally happening events or situations or problems (Swann & Pratt, 2008) A case study enables
social researchers to perceive by observing the experiences of participants within an unambiguous
natural environment in detail (Pacho, 2015).
NATURE OF CASE STUDY
Nature of the case study may vary from cases to cases, as the data may be collected under various
heads (Sidhu, 2011). In the psychological examinations’ visions, hearing, speech, neuromuscular

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coordination related data can be obtained for case study. Similarly, in temperamental aspects;
emotions, attitudes or sentiments, interests, character and complexes can be studied. In educational
testing; reading, number, handwriting, compositions, appreciative mass, capacity for sustained
application, attitude, special skills or knowledge, general information and culture. In the context
of school history, one can study the kind of work done, mobility, promotions, quality of school
attended, and relations with teachers. Similarly, family history about parents, siblings, home
conditions, economic status and history, cultural resources, relations within home control, attitude
of parents towards society can also be studied.
TYPES OF CASE STUDIES
There are many types of case studies depending on the nature of cases; Exploratory Case Studies,
Critical Instance Case Studies, Prospective Case Studies, Cumulative Case Studies, Narrative Case
Studies, Embedded Case Studies and Evaluative Case Studies (Levy, 2008)
In Exploratory Case Studies are done while exploring a trend or fact in context, applying one or
more data collection option for studying and describing in depth. Critical Instance Case Studies
analyze or investigate one or a few sites to research circumstances of distinctive importance /
choice or to examine a general or collective purposes. This approach may specifically agree with
solving cause-and-effect problems. Prospective Case Studies include the researcher formulates a
set of theory-based hypothesis in respect to the evolution of the on-going social and cultural
process. Cumulative Case Studies collect information from numerous sites gathered at various
times. It may include data collected from the past or different times for constructing research in
the future. Narrative Case Studies include the presenting of process and stages of the events by
narrating it. Embedded Case Studies involve more than one unit, or a single object and it may not
be restricted to qualitative approach alone. Evaluative Case Studies deal in in-depth inquiry and
analysis of any specific instance or concept or program, project or anything related to reform or
development according to the interest or choice of the investigator (Yin, 2002, as cited in Mistry,
2013).c
Characteristics of Case Study
Gay and Arisians (2015) confirm that one of the characteristic of a case study is particularistic or
heuristic in nature. Particularistic means that is focused on a particular phenomenon, namely
situation or event. This criterion makes the researcher to particularly choose a particular instance
of a phenomenon under investigation, furthermore, it characterized by the disciplinary orientation
the researcher brings to the case study. Shahid (2006) states that increase of knowledge being the
important characteristic of case study, he states that intensive investigation of singly case is made
for the purpose of increasing one’s general knowledge. Ritchie (2004) argues that the essence
which makes a case study different is the defining features of it which makes it distinctive. The
multiplicity of perspectives which are rooted in a specific context (More than one case) which
comes from multiple data collection methods or single method where people had multiple
perspectives on what is being observed. An educational case study is an empirical enquiry that is

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conducted (Swann and Pratt, 2007). The outcomes must be trustworthy in case studies, with
validity and reliability. The conduct of the enquiry and its report must be ethical, particularly in
terms of respect for persons Shahid, 2006). Burns (2009) writes that a case study is a qualitative
approach to studying phenomenon, which focused on a unit of study. Gay, Mills and Airasian
(2009) report that the case studies can be characterized in terms of their overall intent. Finally
Sidhu (2011) inform us that a good case study should be based on adequate, valid and complete
data.
Designing a Case Study
Curtis, Murphy and Shields (2014) confirm that there is no single way of designing case study and
are open to creative interpretation, and according to the researcher’s imagination in how to
construct their studies. Key concept or criteria may differ from cases to cases. Dependent on the
goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct
answer, or they can be context driven where multiple solutions are possible. Various disciplines
have employed case studies, including humanities, social sciences, sciences, engineering, law,
business, and medicine. Good cases generally have the following features: they tell a good story,
are recent, include dialogue, create empathy with the main characters, are relevant to the reader,
serve a teaching function, require a dilemma to be solved, and have generality. Curtis, Murphy and
Shields (2014) suggest the following steps may need to design a case study. Most important in
designing the case study will be defining the “case” clearly. They further instruct that there must
not be any ambiguity and should be as specific as possible. Gay, Mills and Airasian (2015) and
Curtis, Murphy and Shields (2014) inform that case has to be determined to see whether it is
researchable or not. The good setting points of the cases could be the questions which addresses
who, why, what and how the case can be studied. The number of cases and the range of diversity
of case types are primarily important.
Strengths of Case Studies
The great strength of the case-study method is that it allows the researcher to focus on a specific
case or situation and to identify, or try to recognize, the various interactive processes at work..
Case studies are very useful for examining educational advances, assessing programs, and
notifying policy (Sidhu, 2011). If case studies are conducted systematically and critically, they
can be aimed at improving education. Case studies are identified as effective mode of inquiry into
the causal relationships of complex educational phenomena (Sidhu, 2011). Burns (2009) confirms
that case study is preferred when relevant behaviors cannot be controlled. Case studies can be
conducted and written with many different motives, including the simple presentation of individual
cases or the desire to arrive at broad generalizations based on case study evidence (Yin, 2003).
Case studies are extremely valuable when the researcher attempt to compare unique variation in
individuals in different contexts and many researchers consider case studies as legitimate,
independent, autonomous studies (McMurray et al., 2014). Case studies are common and popular

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because they can be conducted at various points in the research process and are flexible (Curtis et
al.,2014).
Limitations of Case Studies
Sidhu (2011) states that a generalization derived from a single case, single unit cannot be applied
to all cases, for example: issues related to one particular school cannot be generalized to other
schools. The case study method relatively appears simple, but a researcher must be thoroughly
familiar with existing theoretical knowledge of the field of inquiry, and skillful in isolating the
significant variables from many that are immaterial. While gathering evidence from records,
documentations, etc., we have to accept data that are the product of errors of perception, fault,
deliberate deception, unconscious bias, the subject desires. Over the years, case studies have been
perceived as inferior method of research because of their lack of controls and it tend to take great
deal of time to complete (McMurray). The data collected should have important features otherwise,
it will lead to unreliability in the results
Conclusion
Introduction of IBL curriculum gives opportunity to the students to face real world problems
therefore makes them ready to face the challenging future. Teachers need to develop the children
both holistically as well as gain a mastery of their learning and practice the skills which are needed
for real life situations in their society. The IBL curriculum also give the teachers and the school
administration the new vision, so that they can develop a balanced, healthy and creative nation by
providing the young learners with the maximum opportunities of developing capacities in both
intellectual, emotion and moral aspects. New horizons of understanding and importance of IBL
are required so that teachers can be introduced as professional development agents in educational
institutions especially in schools in Pakistan. Implementation of inquiry based learning will only
be possible when the school provide the necessary resources, time and assistance needed.
This literature review provided insights about various way of teaching students to develop interest
and learning more easy. Teachers are the change agents who can curb the old lecture method and
move to the most interesting inquiry based approaches which are student-centered in nature which
actively involve students in the learning process.
Problem Based learning and Project Based Learning are not very luxurious to implement in
Pakistani schools, it just requires a little more effort, dedication and thought for teaching the young
children who are the future citizens of the country. Only through inquiry-based learning, the
students can conceptualize and will eventually internalize.
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