In inquiry-based learning, what is the teacher's role and what constitutes a strong inquiry prompt?

• A. The teacher acts as a facilitator; prompts are yes/no, and prescriptive.
• B. The teacher acts as a lecturer delivering all content; prompts are fixed steps.
• C. The teacher acts as a facilitator; prompts are open-ended, authentic, and require evidence-based investigation.
• D. The teacher provides all data and tells students conclusions.

Answer: (C)

In inquiry-based learning, the central idea is that students build understanding by exploring, questioning, and gathering evidence, with the teacher guiding rather than simply delivering information. The strongest description is that the teacher acts as a facilitator who presents open-ended, authentic prompts that require students to investigate, collect data, analyze, and justify their conclusions with evidence. Open-ended prompts invite multiple approaches and solutions, mirroring real-world inquiry, while authentic tasks connect to genuine contexts students care about, boosting engagement and relevance. Requiring evidence-based investigation ensures students articulate reasoning, cite sources or observations, and defend their conclusions, which deepens understanding and critical thinking. This approach contrasts with lecturing or giving fixed, step-by-step prompts, and with prompts that are yes/no or merely provide all data and conclusions, because those reduce exploration and fail to develop the skills of inquiry.