Fostering Engagement Through Inquiry-Based Learning

Inquiry-based learning (IBL) occurs when students engage in work that mirrors elements of the scientific process, such as conducting an investigation and communicating results (Martin-Hansen, 2002). Similar to the inquiry process, in Genius Hour students choose a topic they are passionate about, and engage in research and reflection as they create a finished project (Juliani, 2007). In my study, I determined how the incorporation of inquiry-based learning in a fifth grade classroom facilitates students’ cognitive, behavioral, and emotional engagement. Within this study, cognitive engagement refers to students’ investment and motivation to learn, behavioral engagement involves the positive conduct students show towards their peers and the activities, and emotional engagement refers to the value or belonging students feels towards their work and/or groupmates (Fredricks, Blumenfeld, & Paris, 2004). I collected and analyzed data through field notes, class photos, and student work samples. The results of my study showcase how inquiry-based learning experiences enable students to be engaged in and passionate about learning.