Inquiry-based learning  starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions.

Inquiry-based learning (IBL) is a project-oriented pedagogic strategy based on constructivist and socio-constructivist theories of learning (Eick & Reed, 2002). Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. 

“Inquiry learning is not about memorizing facts - it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a complex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own.

Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflexion in connexion with results (Bishop et al., 2004).

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.

Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.

Educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning.

Content of disciplines is very important, but as a means to an end, not as an end in itself. The knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes.

Problem centric approaches based on David Merrill’s Model of First Principles of  Instruction was administrated in the classroom and also trained the teachers to try out the Problem centric based pedagogy. The teachers felt it was difficult to create or design real world problems for classes but the students expressed it was engaging and interesting. The research findings are published in the following conferences and journals.

14.139.186.108/jspui/bitstream/123456789/1478/1/34-35.pdf

http://journals-sathyabama.com/archives/isc/ISC-Int-Journal-Oct-2007-5.pdf

http://interscience.in/IJIC_Vol1Iss2/paper2.pdf

References:

http://www.thirteen.org/edonline/concept2class/inquiry/