Abstract:
Science instruction has several methods that are classified from direct instruction methods to minimally direct instruction methods. Minimally direct instruction has stood out with Inquiry-Based Learning (IBL) and Problem-Based Learning (PBL). Even though these methods seem pedagogically equivalent approaches, there are some differences due to the nature of methods upon taking account view on education, outcome, origin, and appropriate application field. Therefore, the purpose of this paper is to explain what the main differences and similarities between IBL and PBL are for clarifying many controversies about their application into the instruction. The writers aim to provide a useful document for the educators. The comparison of the methods has followed through in terms of the following aspects which are the criterions of the crosscheck of the study: philosophical bases, pioneers, key elements, what for, principal, teacher role, student role, student's prior knowledge/skills, for which field, for which level, and specific outcomes. At the end of the paper, the writers discuss the answers of the questions which are the best approaches the ones that work for you in your classroom and how you can choose suitable approaches for your students.
