Empowering students through inquiry-based approaches: Some reflections on practice

Pepperell, Richard and Edwards, Christian ORCID: https://orcid.org/0000-0003-4170-6475 (2025) Empowering students through inquiry-based approaches: Some reflections on practice. In: University of Worcester Learning and Teaching Conference, 17th - 18th June 2025, University of Worcester. (Unpublished)

Abstract

In the Level 5 Advanced Scientific Principles in Teaching and Coaching module, we employ a Problem-Based Learning (PBL) approach to help students develop essential research skills. This approach shifts the role of educators from traditional teachers to facilitators, fostering an environment where students develop communication, social, and academic skills. Research highlights the many benefits of inquiry-based approaches (see, for example, Orhan, 2024 and Chavez et al., 2020). Over a four-year period, we have observed how a PBL approach can enhance Level 5 students' independence and prepare them for Level 6 study. Our presentation will explore the empowering role that PBL can have, highlighting how this method can encourage active learning and critical thinking. We will reflect on the benefits of using this inquiry-based approach, showing how this method can influence problem-solving abilities and student engagement. We will also discuss the challenges we have encountered over the four years of delivery, including the need for clear boundaries when introducing PBL in a research project context. By sharing our experiences and insights, we aim to demonstrate the effectiveness of PBL in promoting student autonomy and preparing them for their future academic endeavours. Our reflections suggest that this teaching approach can support academic growth and equip students with the skills necessary for lifelong learning. We believe our reflections may serve to aid other educators in empowering students through inquiry-based methods.

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