ordered">Students begin by asking a question, e.g., “How does urbanization affect local biodiversity?”

They collect initial data through observation or online resources.

Using this data, they create hypotheses and share findings in a collaborative online project space.

Peers and instructors provide feedback.

Students refine their experiments, gather additional data, and update conclusions.

This iterative process can be supported through digital platforms like Google Classroom, Padlet (https://padlet.com), or collaborative research tools such as LabArchives (https://www.labarchives.com). Over multiple cycles, learners develop deeper insights, critical thinking skills, and ownership of their learning.

Why It Matters

Iterative Inquiry Learning encourages:

Deeper conceptual understanding through reflection and revision
Active participation in constructing knowledge
Collaboration and feedback incorporation
Transferable skills like problem-solving, adaptability, and scientific reasoning

By embracing iteration, learning becomes dynamic, personalized, and authentic, reflecting real-world inquiry practices.

References & Resources

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School
https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school
Dewey, J. (1938). Experience and Education
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn?
https://doi.org/10.1207/s15326985ep4102_2

Suggested Media

YouTube: “Inquiry-Based Learning Explained”
https://www.youtube.com/watch?v=JUY1KmlsW8s
Image: Inquiry Learning Cycle Diagram
https://www.researchgate.net/figure/The-Inquiry-Cycle_fig1_277708150

Iterative Inquiry Learning: Learning Through Cycles of Exploration