Inquiry-Based STEM Learning

Inquiry-based learning leverages a child-centered approach to education. In contrast to canonical education where educators and policymakers prioritize the instruction of specific areas of content knowledge, children are encouraged to explore, inquire, and pursue their own interests.

Inquiry-based learning has been known to bolster learning in science for several decades, however, scant research has examined the effect of inquiry-based learning on children’s and teacher’s enjoyment of and motivation to do science.

In 2020, the Journal of Education in Science, Environment, and Health published a study exploring the effects of inquiry-based learning on science comprehension and transfer, engagement in STEM, and excitement about science.

In this study, fourteen preschool-age children and one teacher participated in four inquiry-based engineering activities (constructing a bridge, building a parachute, building a plane, and building a ship). These activities focused on both content knowledge (simple physics of force) as well as science process skills (observing, comparing, predicting, and explaining).

After these four activities, researchers conducted semi-structured interviews with all participants. These interviews revealed that all audiences described science as being easier than they had originally thought. Science engagement, excitement, and comprehension were also positively correlated with the addition of inquiry-based STEM activities.

The results of this study suggest that incorporating inquiry-based STEM into early childhood classrooms strengthens critical science process skills and facilitates the comprehension of complex science concepts. Further, these activities increased children’s feelings of self-efficacy and enjoyment of science, highlighting its potential to introduce children to a lifelong love of science, exploration, and learning.