Autonomy, collaboration, and community: middle school students’ first experiences with student-directed inquiry

This study explores how Grade 7 students experienced a student-directed inquiry for the first time in a Science and Technology course at girls’ school in Québec, Canada. Drawing on an exploratory case study design, we centred on students’ voices to understand their perspectives on student-directed inquiry and the competencies they felt they developed throughout the process. Data were collected through written reflections and semi-structured interviews. Students described student-directed inquiry as an iterative, problem-solving process that was both empowering and challenging. Autonomy allowed students to take ownership of their learning – selecting a meaningful topic (Missing and Murdered Indigenous Women and Girls) and co-creating a Red Dress exhibition – while also requiring resilience in the face of ambiguity and time constraints. Collaboration was both generative and difficult, with students navigating group dynamics while benefiting from shared ideas and peer support. These experiences contributed to a strong sense of classroom community. By foregrounding students’ voices, this study offers a nuanced understanding of student-directed inquiry and highlights the importance of supporting students’ autonomy, interpersonal skills, and emotional development. Findings offer implications for educators and school leaders seeking to implement student-centred approaches that foster critical competencies and meaningful engagement in middle school classrooms.