As teachers, what can your role and stance be during an inquiry-based approach?
The teacher plays a central role as a facilitator in the inquiry-based approach. Rather than merely transmitting information, they help students structure their own investigations. This includes formulating open-ended questions, guiding students through the experimentation phases, and moderating discussions. It is crucial to provide adequate support during inquiry-based learning. Studies show that learning is more effective when students are guided in their exploration; this is where feedback plays a fundamental role. Therefore, the inquiry process must be structured and assessed (through self-assessment, peer evaluation, or by the teacher). It involves numerous skills that are acquired gradually, so its implementation in younger classrooms should be supported, explained, and progressively integrated into the learning process. Thus, we are far from the idea of leaving the student to their own devices! The teacher, through constant feedback and guidance throughout the students' work, is an indispensable mentor. This pedagogical approach requires an appropriate professional stance (far from the idea of a mere facilitator) and adapted professional practices.
It is worth noting that most scientists do not use this approach in their laboratories — this is a common misconception! More often, they begin with an already structured model, which is then tested against facts and observations.
At the OCE, we consider the inquiry-based approach to be one of the most effective tools for teaching climate change in an interactive and engaging way. It is not limited to acquiring scientific knowledge; it also helps students develop essential skills such as collaboration, critical thinking, and problem-solving. By guiding students in the active exploration of climate issues, we equip them with the tools to become informed citizens, capable of understanding and addressing the climate challenges of tomorrow.
However, while this pedagogical approach is relevant in this context, it is not perfect (like any teaching practice). Key points of attention must be taken into consideration (feedback, structure, progression, explanation, language proficiency, etc.). Teachers therefore need both initial and ongoing training to feel comfortable with this practice, which we offer.
OCE activities for teachers that use the inquiry-based approach
For an example of an inquiry-based approach using experimentation in Chemistry: Lesson C4, Ocean Acidification. The Climate in Our Hands – Ocean and Cryosphere, Guidebook for Primary and Secondary School Teachers, Office for Climate Education, Paris, 2019.
For an example of an inquiry-based approach using experimentation in Physics: Lesson A2, The greenhouse effect: understanding with an analogy. The Climate in Our Hands – Climate Change and Land, Guidebook for Primary and Secondary School Teachers, Office for Climate Education, Paris, 2022.
For an example of an inquiry-based approach using modeling in Life and Earth Sciences: Lesson 7, Urban Heat Island. The Climate in Our Hands – Climate Models, Handbook for High School Teachers, Office for Climate Education, Paris, 2024.
For an example of an inquiry-based approach using information in History and Geography: Lesson 1, The Reality of Climate Change. Climate Negotiation Simulation, Educational Kit for Secondary School Teachers, Agence française de développement (AFD) in partnership with the Office for Climate Education (OCE), Paris, 2023. (French only)
Click on these links to find:
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The first article: What is inquiry-based learning?
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The second article: Why is this approach relevant for teaching climate change?