Introduction

From Passive to Active Learning: Implementing Inquiry-Based Approaches in High School
Social Studies
In the evolving landscape of education, traditional pedagogical methods are increasingly being
scrutinized for their effectiveness in promoting critical thinking and engagement among
students. Passive learning, characterized by rote memorization and teacher-centered
instruction, often fails to stimulate students' analytical abilities and intrinsic motivation (Freeman
2014). As a response, educators have begun to adopt active learning strategies, particularly
inquiry-based learning (IBL), which encourages students to engage in the learning process
through exploration, questioning, and problem-solving. Inquiry-based learning has been shown
to foster deeper understanding and retention of knowledge, as students take ownership of their
learning experiences (Bransford2000). In high school social studies, implementing IBL can
transform the classroom dynamic, allowing students to investigate historical events, analyze
sources, and draw connections to contemporary issues. Research indicates that such
approaches not only enhance academic performance but also cultivate critical thinking skills
essential for civic engagement (Harris & McCoy, 2015). Furthermore, inquiry-based approaches
promote collaboration and communication, key competencies outlined in the 21st-century
learning framework (Partnership for 21st Century Skills, 2019). The transition from passive to
active learning poses challenges for educators, including the need for professional development
and curricular adjustments (Beckett & Miller, 2006). In the Philippines, the Department of
Education (DepEd) has recognized the importance of shifting towards more learner-centered
approaches, emphasizing inquiry-based learning in the K-12 curriculum. According to DepEd
Order No. 21, s. 2019, the new curriculum framework encourages educators to facilitate
learning environments that promote critical thinking and problem-solving skills (Department of
Education, 2019). This shift is crucial not only for enhancing academic outcomes but also for
preparing students to navigate an increasingly complex world. Moreover, studies have
highlighted the positive impact of IBL on student motivation and engagement.
Inquiry-based teaching often requires teachers to shift their pedagogical paradigms because the
teaching methods and the way the content is approached is drastically different from
how they learned social studies. Teachers’ perceptions of this shift, their ability to make the
changes and learn the strategies themselves, and their success at implementing inquiry-based
models in the classroom, must be addressed. Researchers agree that affecting teacher change
is a crucial component for enacting any successful change in instruction (Brush & Saye, 2006;
Saye & Brush, 2005; Yilmaz, 2008).
Inquiry-based instruction relies on questioning to help students actively seek,analyze,

communicate and reflect on information. Inquiry-based learning in the social studies
encourages students to develop multiple perspectives and encourages empathy with the
subject. By learning to address social studies as an inquirer, students learn to problem-solve
and think critically. Ideally, students learn to shed their ethnocentric lens, in favor of a view that
is more objective and global. At the same time, students realize the lens through which
information and policy are presented is heavily influenced by society and culture.Inquiry-based
models are based on recent developments in psychology, history, and sociology, such as
constructivism, cognitive research, and social learning theory. While these developments have
ultimately changed the way we think about teaching and learning, they have yet to infiltrate
social studies education (Harmon, 2006).
To make sure our students are well equipped
with the necessary tools to face the demands and expectations of the future, there has been a
clear need for instructional practices that promote critical thinking, reflection, questioning,
collaboration, communication, and research. Inquiry-based learning (IBL) is a student-centered
instructional approach that makes use of meaningful tasks such as cases, projects, and
research to situate learning (Avsec & Kocijancic, 2016)
Research by Gama and de Oliveira (2021) found that students exposed to inquiry-based
methods reported higher levels of interest and enthusiasm for their studies. This is particularly
relevant in social studies, where students can explore real-world issues and develop a sense of
agency as informed citizens. This study aims to explore the implementation of inquiry-based
approaches within high school social studies classrooms, examining both the opportunities and
obstacles faced by educators in this transformative process.
References p:
•Avsec, S., & Kocijancic, S. (2016). A path model of effective technology-intensive inquirybased
learning. Journal of Educational Technology & Society, 19(1), 308
•Beckett, G. H., & Miller, P. C. (2006). *Innovative Approaches to Teaching English Language
Learners*. Routledge.
•Brush, T., Saye, J., & the PIHNet Development Team. (2005, March). Tools to
promote problem-based inquiry in social studies: The Persistent Issues in History
Network. Paper presented at the annual meeting of the Society for Information
Technology and Teacher Education, Phoenix, AZ
•Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). *How People Learn: Brain, Mind,
Experience, and School*. National Academy Press. .
•Department of Education. (2019). *DepEd Order No. 21, s. 2019: Guidelines on the
Implementation of the K to 12 Basic Education Program*. Retrieved from [DepEd
website](http://www.deped.gov.ph).
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Wenderoth, M. P., & Pace, D. (2014).
Active Learning Increases Student Performance in Science, Engineering, and Mathematics.
*Proceedings of the National Academy of Sciences*, 111(23), 8410-8415.
• Gama, A. M., & de Oliveira, E. F. (2021). The Impact of Inquiry-Based Learning on Student
Engagement: A Study in High School. *Educational Research Review*, 16, 100-112.
• Harris, J., & McCoy, L. (2015). Inquiry-Based Learning and the Role of the Teacher in the
Classroom. *Social Studies Research and Practice*, 10(1), 45-59.
• Partnership for 21st Century Skills. (2019). *Framework for 21st Century Learning*. Retrieved
from [P21 website](http://www.p21.org).

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From Passive to Active Learning: Implementing Inquiry-Based Approaches in High School

Inquiry-based instruction relies on questioning to help students actively seek,analyze,

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