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Mojca Žefran and Silva Bratož
problems without prior preparation, thus fostering deep understanding, crit-
ical thinking and problem-solving skills. Design-based learning (Hmelo et al.,
) integrates design and engineering practices to design and create pro-
totypes, which encourages creativity and practical application of knowledge
in real-world contexts. Challenge-based learning (Johnson & Adams, 11)
centres around addressing real-life challenges, promoting interdisciplinary
learning and practical application. These approaches share a common foun-
dation in inquiry, supporting active learning and the development of critical
thinking skills.
IBL has been articulated through various models, each proposing distinct
but overlapping phases in the learning process. Pedaste et al. (15) outline
a five-phase model, comprising orientation, conceptualization, investigation,
conclusion, and discussion, which emphasizes the cyclical and iterative na-
ture of inquiry. Banerjee (1) identifies a sequence beginning with investi-
gating scientifically oriented questions, followed by prioritizing evidence, for-
mulating explanations, connecting them to scientific knowledge, and finally
communicating and justifying the results. Bell et al. (1) propose a more
detailed process, including phases like orientation, hypothesis generation,
planning, investigation, analysis, model, conclusion, communication, and
prediction which emphasize both the investigative and communicative as-
pects of learning. Bevevino et al. (1999) take a more simplified approach with
exploration, presentation of new content, and application. Similarly, other
models (Conole et al., 1; Çorlu & Çorlu, 1; Etkina et al., 1; Steinke &
Fitch, 11) also emphasize cyclical inquiry processes, involving phases such
as questioning, investigating, collecting evidence, developing explanations,
and engaging in reflective or argumentative practices to deepen under-
standing and foster critical thinking.
Another framework designed to promote active, inquiry-based learning
and deepen students’ understanding through a structured process of explo-
ration and reflection is the ‘BSCS 5E Instructional Model’. The model, devel-
oped by the Biological Sciences Curriculum Study is widely used in science
education but is also applicable to various other disciplines.1 The essence
of the 5E model lies in its five phases, which are intended to guide students
through the process of learning by engaging them with concepts, exploring
them through investigation, and developing deeper understanding through
application and reflection. Each phase builds on the previous one, helping
to scaffold learning effectively. The five phases of the BSCS 5E Instructional
1 https://bscs.org/reports/the-bscs-5e-instructional-model-origins-and-effectiveness/.
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