Functions of the Inquiry-Based Teaching Model in History Education

Document Type : Original Article

Authors

1 Faculty Member, Farhangian University, Tehran, Iran

2 Department of Psychology and Counseling Education

10.48310/rhe.2026.22012.1189

Abstract

Purpose: The purpose of this study is to explain and analyze the educational functions of the inquiry-based teaching model in history education and to examine its role in enhancing historical thinking, learning motivation, and students’ active participation.
Method: This study adopts a descriptive-analytical approach and is based on library and documentary research. To this end, relevant theoretical sources and empirical studies—both domestic and international-related to history education, active teaching methods, and the inquiry-based teaching model were collected and examined through qualitative content analysis.
Findings: The findings indicate that the application of the inquiry-based teaching model in history education, compared with traditional teaching methods, leads to increased learning motivation, cognitive engagement, creativity, critical thinking, and students’ positive attitudes toward history. By activating the learner’s role and emphasizing questioning, analysis, and discovery, this model provides a suitable context for fostering historical thinking.
Conclusion:The results suggest that, due to its compatibility with the analytical and identity-forming nature of history education, the inquiry-based teaching model can be considered an effective approach for improving the quality of history teaching. Therefore, it may serve as an appropriate alternative to transmission-oriented and memory-based instructional approaches for curriculum planners and history teachers.

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History

  • Receive Date: 28 February 2025
  • Revise Date: 03 April 2025
  • Accept Date: 18 May 2025

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