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  • 14 - Inquiry Approach and Phases of Learning in Undergraduate Research

  • from Part II.2 - Key Measures for the Implementation of Undergraduate Research
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 149-157

  • Summary

    The inquiry-based approach to learning has been successfully applied in science education. Inquiry-based learning is defined as an approach involving active, research-based learning in the classroom to acquire new knowledge and competences, either individually or collaboratively, in self-regulated learning settings. In this chapter five general inquiry phases are being discussed: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. These phases and their corresponding sub-phases are interlinked in an inquiry cycle. While experiencing each phase the students will acquire research-based skills and further develop a wide range of soft skills as long as instructors provide adequate guidance and support.