Learning by doing: Guiding conceptual understanding through inductive inquiry

This study examines the impact of the Learning by Doing (LbD) approach, an instructional model that blends concept-based learning and inductive inquiry, compared to traditional teaching methods in fostering critical thinking and global competence among secondary students. Rooted in the belief that understanding develops through active engagement, LbD emphasizes hands-on experiences, the construction of transferable conceptual understandings, and the development of inquiry habits of mind (Erickson, Lanning & French, 2017; Medwell & Wray, 2020).