Abstract: Kath Murdoch shares some thoughts on the the qualities of and strategies used by teachers in inquiry-based classrooms.
Findings: students become not only engaged in their own learning, but also become better thinkers and communicators
APA Citation :Murdoch, K. (Director). (2015 ). What does it mean to be an inquiry teacher? [Motion Picture].  https://youtu.be/xlX32gB_e-w

 
Source: TED TALK by shelly wright
Abstract:  The importance of a student centered classroom as opposed to a teacher centered classroom can change students learning approach and create more whole brained thinkers
Findings: students can construct their own learning and create their own learning communities.
APA Citation :TEDX (Director). (2013). The power of Student-Driven Learning: Shelly wright [Motion  Picture]. https://youtu.be/3fMC-z7K0r4

 

Source: Journal of Childhood Education
Abstract: The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom
Findings:  we begin to see the gradual release of responsibility as students independently utilize the skill and strategies for acquiring skill and understanding
APA Citation :Bennett, M. (2015). The invisible hand of inquiry-based learning. Childhood education, 388-389

Source: Journal of Science Education
Abstract: This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment.
Findings: Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes--the designing of experiments, on the one hand, and the reflection on performed experiments, on the other--and link children's curiosity to the latter process.