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<p>Inquiry-based learning is a&#xa0;pedagogical approach that encourages students to generate knowledge independently, formulate hypotheses, and solve real-world problems. Integrating the arts into inquiry-based learning settings expands this approach by fostering creativity, critical thinking, and social competencies. Arts-based methods enable learners to view complex topics from new perspectives and create interactive learning environments that strengthen both academic and transversal skills. As part of the three-year Sparkling Science project “Zirkus des Wissens”, inquiry-based learning was integrated into regular classroom instruction through artistic workshops. This study aimed to explore teachers’ perspectives on the challenges and potentials of this approach. Based on interviews with 14&#xa0;teachers, the analysis reveals that arts-based inquiry learning enhances students’ self-efficacy, improves classroom climate, and increases the inclusion of more reserved learners. At the same time, challenges such as time constraints, limited resources, and the need to adapt to varying school contexts became evident. A&#xa0;comparison of different school types also revealed differences in perception, which can be attributed to structural and institutional factors. The findings highlight the relevance of arts-based inquiry learning as a&#xa0;means to promote creative and collaborative learning processes and offer valuable insights into conditions for success and strategies for sustainably implementing this innovative educational model.</p>

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Forschendes Lernen durch die Integration von Kunst in den Unterricht: Herausforderungen und Potenziale aus Sicht von Lehrpersonen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月15日

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  • Julia Lauss,
  • James Loparics

摘要

Inquiry-based learning is a pedagogical approach that encourages students to generate knowledge independently, formulate hypotheses, and solve real-world problems. Integrating the arts into inquiry-based learning settings expands this approach by fostering creativity, critical thinking, and social competencies. Arts-based methods enable learners to view complex topics from new perspectives and create interactive learning environments that strengthen both academic and transversal skills. As part of the three-year Sparkling Science project “Zirkus des Wissens”, inquiry-based learning was integrated into regular classroom instruction through artistic workshops. This study aimed to explore teachers’ perspectives on the challenges and potentials of this approach. Based on interviews with 14 teachers, the analysis reveals that arts-based inquiry learning enhances students’ self-efficacy, improves classroom climate, and increases the inclusion of more reserved learners. At the same time, challenges such as time constraints, limited resources, and the need to adapt to varying school contexts became evident. A comparison of different school types also revealed differences in perception, which can be attributed to structural and institutional factors. The findings highlight the relevance of arts-based inquiry learning as a means to promote creative and collaborative learning processes and offer valuable insights into conditions for success and strategies for sustainably implementing this innovative educational model.