The Impact of Inquiry-Based Learning on Historical Reasoning Skills of High School Students in Finland

Abstract

This study investigates the impact of inquiry-based learning approaches on the development of historical reasoning skills among high school students in Finland. Employing a quasi-experimental design with 240 students across six schools, the research compared traditional lecture-based instruction with inquiry-based pedagogical methods over one academic semester. Historical reasoning skills were assessed through multiple measures including source analysis tasks, argumentative essays, and critical thinking assessments. Findings indicate that students engaged in inquiry-based learning demonstrated significantly higher performance in historical interpretation, evidence evaluation, contextualization, and causal reasoning compared to their counterparts in traditional classrooms. The study also revealed that inquiry-based approaches fostered greater student motivation and deeper engagement with historical content. These results support the integration of inquiry-based methodologies within history curricula and align with contemporary educational reforms emphasizing student-centered learning. The research contributes empirical evidence regarding effective pedagogical strategies for developing sophisticated historical thinking in secondary education contexts.