Valuing the Process and Product of Inquiry-Based Instruction and Learning*

Abstract

This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students’ participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome product was created, they may have only considered one element early in the academic year. There was a delicate balance between engaging in inquiry and developing a product that met expectations.