Traditional and inquiry-based learning pedagogy: a systematic critical review

Abstract

Learning methodologies have been studied extensively for more than five decades. While traditional learning model was previously dominant method in the field of learning, the early 1970s saw a wide range of reforms in educational fields supported by new technologies that facilitate the change from a teacher to a student-centred model. However, these reforms are still limited regarding efficiency. This study constitutes a systematic and critical review of the two dominant learning models, traditional and inquiry-based learning. While, traditional learning is supposed to increase learners' outcomes and keeps them active during the learning process, it has been widely asserted that inquiry-based learning increases learners' knowledge and skills. This review is based on forty-three empirical studies reported in the literature between 2002 and 2017. It identified a number of important drawbacks to both traditional and inquiry-based learning in the previous works. This review had analysed and evaluated critically the advantages and disadvantages of both learning methods. A gap was found between the current learning methods and the expectations of our educational systems in developing learner's knowledge and skills. Thus, this review concludes that a new pedagogical design is necessary to emphasises the advantages and negates disadvantages of both learning models.