Abstract
This mixed-method study examined the relationship between teachers' inquiry-based work and students' inquiry habit of mind. The study consisted of a survey, followed by a case study. Questionnaire data were collected from 1,104 students and 249 teachers at 31 primary schools. The case study was conducted in two primary schools. The survey data revealed a relationship between teachers' inquiry-based work and students' curiosity. However, no relationship was found between teachers' inquiry-based approach and students' critical thinking habits. The case study results illustrate how teachers' inquiry-based working can be related to students’ curiosity and critical thinking habits.
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