Theory

Inquiry based learning is based on the constructivist approach in which students have ownership over their own learning. It "is an interactive approach, where students become involved in the inquiry and, to a certain extent, direct the inquiry. Learners interact with resources and people, which encourages them to become more responsible for their own learning" (Marsh & Hart, 2011, p. 142).

Furthermore, students question and explore, leading to investigation into an area that stimulates intellectual growth and critical thinking. Students are encouraged to use a wide range of skills to this end including: questioning, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking actions.

The constructivist approach, under which inquiry based learning sits, came about as a result of the cumulative works of Dewey, Bruner, Vygotsky and Piaget. Constructivism is " the view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another" (Snowman et.al., 2009, p. 28). Below is a table of some of the key ideas that underpin constructivist theories which have moulded inquiry based learning.

Dewey	Bruner	Vygotsky	Piaget
Dewey was of the view that students should have the chance to interact with curriculum in a meaningful way allowing for greater engagement with the content. He argued that education was most effective when it was related to students real life experiences, deepening their understanding of new content.	"Bruner argues that the essence of education involves the expansion of our understanding of the ways in which ideas connect and how what we already know is relevant to what we are trying to learn." (Snowman et.al., 2009, p. 337). Bruner developed discovery learning which "encourages children to seek solutions to problems either on their own or in a group discussion" (Snowman et.al., 2009, p. 337).	Vygotsky's theory of cognitive development maintains that "how we think is influenced by current social forces and historical cultural forces" (Snowman et.al, 2009, p. 41). Vygotsky identified the fact that development of cognitive function in individuals is heavily influenced by those who are further developed. Furthermore Vygotsky coined the term 'zone of proximal development.' He used this term to "illustrate the difference between what at child can do on his own and what can be accomplished with assistance" (Snowman et.al, 2009, p. 47).	Theory of cognitive development. People move through a range of stages cognitive development stages, reaching milestones through the use of two key tendencies: organisation and adaptation. It is through the use of organisation and adaptation that individuals are able to create new "schemes that allow individuals to organise at a higher level and adapt more effectively" (Snowman et.al., 2009, p. 28).