Abstract
In the study of the visual arts, teachers found that the use of inquiry-based learning (IBL) heightens the meaning-making process of acquiring the subject. Through the literature reviewed, students from across the globe saw the purposefulness of IBL from visual arts in co-relation to other academic disciplines; which aids in the development of their critical thinking skills and engagement levels affectively. However, in Singapore, it is unknown if IBL of the visual arts enhances the metacognition in adolescent learners. Thus, mixed-method research design is conducted to a group of Secondary 1-4 students (aged 13-16 years old) in a school in Singapore to gain insights if IBL curriculum designed had a metacognitive impact in students learning through the study of visual arts. Grounded research is then conducted in a smaller group of students to investigate the process of inquiry to understand further if there are co-relations of metacognition and IBL in the study of the visual arts.
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