Exploring the Integrated Application of Thinking Routines with Concept-Based Inquiry Learning Phases

Objectives The purpose of this study is to explore ways to apply the link between each phases of concept-based inquiry learning and thinking routines that support students’ higher-order thinking. Methods A total of 107 thinking routines were collected, and a linkage framework was constructed by identifying the characteristics of each phase in concept-based inquiry learning. A research team with expertise in concept-based inquiry conducted individual and collaborative analyses, discussions, and adjustments to align thinking routines with the phases of concept-based inquiry learning. The study further investigated strategies to effectively apply thinking routines to the teaching and learning activities specific to each phase. Results The findings indicate that the “Engage” and “Investigate” phases of concept-based inquiry learning were most frequently associated with thinking routines. However, sufficient thinking routines were identified for all phases, providing educators with diverse options for implementation. Additionally, core thinking routines were linked to the teaching and learning activities specific to each phase, demonstrating their suitability and effectiveness. In some cases, discrepancies were observed between the procedural applications of thinking routines and the specific activities in concept-based inquiry phases, highlighting the necessity for teacher-level flexibility to adapt or reorganize these routines. Conclusions This study underscores the importance of adopting a flexible approach to the use of thinking routines, tailored to the objectives and contexts of learning. It emphasizes the need for enhancing teachers’ expertise in designing and implementing concept-based inquiry learning with thinking routines, systematically accumulating data on their application, and verifying their effectiveness. Furthermore, it advocates for the development and refinement of thinking routines tailored to the Korean educational context and the integration of Artificial Intelligence technologies to simulate and visualize thinking processes.