Elements of inquiry-based learning technology in lessons of the integrated course «I explore the world» in primary school

Abstract

The article provides a theoretical analysis of the essence and didactic potential of inquiry-based learning in the context of implementing the competency-based and activity-oriented approaches of the New Ukrainian School. It substantiates that inquiry-based learning is a pedagogically effective educational technology that orients the learning process toward active cognitive engagement of students, independent knowledge acquisition, and the conscious construction of knowledge through asking questions, formulating hypotheses, conducting observations and investigations, analyzing results, and drawing conclusions. The historical origins of ideas of learning through inquiry are analyzed, from the ancient heuristic tradition to modern scientifically grounded models of the inquiry approach. It is shown that inquiry-based learning organically combines classical pedagogical ideas with the possibilities of the contemporary educational environment and digital technologies. Particular attention is paid to the characteristics of the principles of inquiry-based learning (problem orientation, activity and learner autonomy, research activity, collaboration, and reflection), which determine the logic of organizing the learning and cognitive activities of primary school students. The article demonstrates the correspondence of inquiry-based learning to the content and objectives of the integrated course «I Explore the World», which creates favorable didactic conditions for the implementation of the inquiry approach through the integration of different educational domains and an orientation toward the child's practical experience. The levels of inquiry-based learning implementation (structured, guided, and open) and their appropriateness in primary school are described, taking into account the age and individual characteristics of students. Emphasis is placed on the transformation of the roles of the teacher and the learner in inquiry-based learning: the teacher acts as a facilitator and mentor, while the learner becomes an active subject of learning. It is concluded that the systematic implementation of inquiry-based learning in the educational process of primary school contributes to the formation of key and subject-specific competencies, the development of cognitive activity, critical thinking, learning autonomy, and positive motivation for learning.