The contents of this lecture give insights into a new Inquiry Learning concept published under the acronym AuRELIA (Authentic Reflective Exploratory Learning and Interaction Arrangement). This concept describes an open structured learning arrangement that allows students to unfold and reflect their individual interests. The consideration of both practical examples in science education and the fundamental theoretical basis of the concept is one of the aims of this contribution. The lecture also includes a brief overview on empirical evidence relating to the efficacy of the arrangement in heterogeneous classes as well as in teacher education. In a
final step pivotal criteria and principles of Inquiry Learning are derived from practical experiences, research results and theoretical reflections.
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