Inquiry-Based Learning as a Strategy to Support Student Success

In this paper, I look at inquiry-based learning within mathematics and science in the Ontario educational system while making connections to Ontario’s 21st Century Competencies foundation document. Further to this, I researched whether it might be beneficial for English Language Learners to integrate language and content through inquiry, and also review recommendations on how to best implement this approach. I endeavored to uncover what the current research says about how this pedagogical strategy might be used to support all learners in mathematics and science, and also the associated challenges with implementation of an inquiry approach. This was done through the lens of constructivist theory, with connections made to Ontario educational documents