Promoting interest in science through inquiry-based learning in undergraduate linguistics: A case study

Abstract

In an effort to broaden interest in science, STEM educators advocate for the use of inquiry-based pedagogies. These pedagogies actively engage students in the scientific process, thereby increasing students' scientific literacy, as well as their confidence and interest in science. Although inquiry has been widely implemented in canonical STEM-related fields, students in linguistics, a scientific discipline, can likewise benefit from these approaches. This paper presents a case study of the implementation of inquiry through guided discussion in an undergraduate course in psycholinguistics. Results indicated that students rated the inquiry course as more stimulating/engaging and rated their learning and desire to continue learning as higher.