ib-pyp-unit-inquiry-planning-guide-teachers

Perceived difficulties between early years and primary teachers in Inter

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Steffen et al. (2018)

This study examines challenges teachers face when implementing the IB Primary Years Programme with early childhood learners (ages 3-5). Teachers will find this research valuable for understanding potential difficulties in adapting PYP inquiry-based approaches for younger students and identifying strategies to better meet early learners' developmental needs.

Discussion of Curriculum Connection and Integration According to a Conceptual Approach Based on Analysis of IB School Cases View study ↗

Lim et al. (2024)

This research analyses how IB schools connect and integrate curriculum through conceptual approaches, examining real school case studies. Teachers can gain practical insights into effective curriculum integration strategies and understand both the educational possibilities and challenges of implementing concept-based learning across subject areas.

Exploring the Practical Implementation of a Concept-Based Inquiry in Lower Elementary Grades: Action Research on Inquiry-Based Learning and Basic Academic Skills View study ↗

Baek (2025)

This action research explores implementing concept-based inquiry in lower primary grades, shifting from skills-focused to thinking-centred approaches. Primary teachers will benefit from practical examples of how to integrate inquiry-based learning with fundamental academic skills development in early elementary classrooms.

Creation of new routines in physical education: second-order reflection as a tradition-challenging form of reflection stimulated by inquiry-based learning View study ↗

Østergaard (2019)

This study examines how inquiry-based learning in physical education creates new teaching routines through reflective practice. PE teachers and educators interested in inquiry approaches will gain insights into challenging traditional teaching methods and developing innovative pedagogical practices through structured reflection.

PROS AND CONS OF INTERNATIONAL BACCALAUREATE TEACHING AND LEARNING IN SCHOOL EDUCATION: A COLLABORATIVE AUTOETHNOGRAPHY ON LEARNING HOW TO LEARN View study ↗

Aryal (2025)

This collaborative autoethnography examines the advantages and disadvantages of IB teaching and learning, focusing on developing learning skills rather than rote memorisation. Teachers considering or implementing IB programmes will gain balanced perspectives on inquiry-focused pedagogies and their practical classroom applications.