Inquiry – based learning (IBL) is an educational approach that emphasizes learning through student involvement in solving complex, authentic questions or problems (Lippmann, 2020). IBL envisions an active role for students in knowledge construction, and puts them on the driver seat. Students are encouraged to use tools that scientists and practitioners use to find a solution or explore a problem. Within the social sciences this entails that students undertake their own research: from framing a hypothesis or a research question, designing and implementing an appropriate research methodology, and finally analyzing and interpreting the results. The role of the instructor in such a learning process is that of a facilitator.

Inquiry based learning can aid in the development of conceptual, critical and analytical thinking of students. Students can learn to formulate hypothesis, evaluate “credible” sources of information, and further enhance their problem solving, analytical, composition, and communication skills. Involvement in such projects can lead to a greater appreciation for scientific, and systematic inquiry (Gasper and Gardner, 2013).

Undergraduate social science classes are often segregated into “Lab-based/Methods” courses and theoretical courses. Lab-based courses are highly technical, often smaller in size, and offer opportunities for students learn about “doing” research without acknowledging the theoretical basis underlying the processes it advocates. Conceptual or theory based courses, on the other hand, rely mostly on didactic pedagogies. This artificial binary within academia inhibits students from creatively engaging with theory and develop their application skills. Many experiential educators argue that “learning by doing” and direct experience offer the most powerful intellectual experience to learners (Roberts, 2012)

Inquiry based projects using Social Media

Educators in the social sciences have incorporated social media into the undergraduate classroom in innovative and engaging ways. The table below offers a small glimpse of social media projects that draw on principles of IBL. These could range from a 20 minute class activity to a semester long projects. Common pedagogical goals underlying these lesson plans or projects include creative engagement with learning materials, application of theoretical constructs in real life settings, and enhancing students critical and analytical skills. 

References

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.

Lippmann, M. (2020). Inquiry-Based Learning in Psychology. International Handbook of Psychology Learning and Teaching, 1-30.

Gasper, B. J., & Gardner, S. M. (2013). Engaging students in authentic microbiology research in an introductory biology laboratory course is correlated with gains in student understanding of the nature of authentic research and critical thinking. Journal of microbiology & biology education, 14(1), 25-34.

Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge.