Inquiry-based learning is an instructional approach that emphasizes active, student-centered learning. Students ask meaningful questions, investigate real-world problems, analyze evidence, and construct understanding rather than simply memorizing information.
Research on gifted curriculum models identifies inquiry as a central best-practice instructional strategy for promoting advanced thinking and deep disciplinary understanding in gifted and 2e learners (VanTassel-Baska & Brown, 2007)[1.1]. Many 2e students enter school with intense curiosity, original ideas, and deep areas of interest. Yet, traditional classrooms often reward speed, compliance over complexity, and breadth over deep exploration. This mismatch can lead to frustration, disengagement, or underachievement.
This approach is particularly well-suited to 2e students, who are curious, analytical, and drawn to complex, open-ended tasks. When they investigate authentic problems, test ideas, collaborate, and reflect, they engage in the kind of advanced, concept-driven thinking that research shows benefits them most.
One form of inquiry-based learning is problem-based learning (PBL). This model uses real-life scenarios to foster deep thinking and application of skills to authentic contexts. A study of gifted fourth graders found that after eight weeks of PBL science modules, students showed significant growth in conceptual understanding and reflective thinking (Can & Inel Ekici, 2024).
That said, 2e learners benefit from scaffolded inquiry, not completely open-ended independent tasks. Guided prompts can be used to provide sufficient structure to make open-ended tasks feel manageable without limiting complexity or challenge. This strength-based approach allows students to access the depth and rigor that inquiry offers while still receiving the support they need to succeed.