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Inquiry Teaching: It is Easier than You Think!
| Content Provider | Semantic Scholar |
|---|---|
| Author | Owens, D. |
| Copyright Year | 2013 |
| Abstract | This article is a survey of the literature on inquiry teaching. Many teachers do not participate in inquiry teaching for various reasons. The following are the main reasons: it takes too much time; students do not learn what they need for the state test; and, the teachers do not know how to grade projects and presentations. These reasons sound like rhetoric from long ago, but it is very current. In this article, research is used to show that students who participate in inquiry learning or any type of problem-based education do much better than students who do not have that opportunity. The student participants not only have better grades, but they think on a higher level, become more civic minded, and are better problem solvers. Included in the article are four models which can be used to teach inquiry science, and two lesson plans with rubrics to help grade the inquiry STS lesson. The major point being made throughout is that there is an advantage to teaching students using inquiry. The only disadvantage is not giving the students the opportunity to use inquiry and to grow. Introduction What is inquiry? When one is asked this question, it can be properly explained that, “It is the process of questioning, asking, and interrogating.” Thus, inquiry in science thus would be the process of asking a question or seeking the solutions to science questions. Some teachers will say it is that method which takes too much time. However, there are more definitive and descriptive definitions of inquiry: “Inquiry is the process by which scientists pose questions about the natural world and seek answers and deeper understanding, rather than knowing by authority or other processes” [1]. This should encourage teachers to “yearn” for inquiry and not fear it. Inquiry is found as a major component of scientific literacy. As a means of the methods of science, it focuses on the basic skills of observing, inferring, predicting, measuring, and experimenting [2]. To many teachers, it is the act of asking students questions, and then directing them on how to answer the questions. There are others who will let students suggest their own questions and design experiments to answer them. In short, there are many interpretations of the 112 S. KEY and D. OWENS meaning of inquiry, but there really is a definition with special characteristics that make an activity or practice an inquiry one. Definitions of Inquiry Science as inquiry is one of the content standards of the National Science Education Standards [3]. It is a basic in curriculum organization and in students’ science education experience. This standard highlights the ability to do inquiry and the fundamental concepts about scientific inquiry that should develop. The emphasis on inquiry moves, “beyond the processes of science and emphasizes the students’ cognitive development based on critical thinking and scientific reasoning required in the use of evidence and information to construct scientific explanations [4]. As one of the science teaching standards, it is recommended that effective science teachers plan an inquiry-based science program for their students. This means that the teachers would develop a framework of yearlong short-term goals for students, select science content, and adapt and design curricula to meet the interests and experiences of students. They would also select teaching and assessment strategies that support the development of students’ understanding and would nurture a community of science learners. Inquiry-supporting teachers work together as colleagues within and across disciplines and grade levels for the benefit of the students [4]. The National Science Education Standards (NSES) also have professional development standards concerning inquiry. It calls for teachers to learn the essential science content through the perspectives and methods of inquiry. It emphasizes that teachers are taught as they will teach their students by stating that science teaching experiences or professional development for teachers must include being a participant in inquiry. This means taking the following actions: actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding; addressing issues, events, problems, or topics significant in science and of interest to participants; and, incorporating ongoing reflection on the process and outcomes of understanding science through inquiry [4]. Inquiry teaching goes back to Dewey when he noted that developing thinking and reasoning, formulating habits of mind, learning science subjects, and understanding the process of science were the objectives of teaching science through inquiry [5]. Through the idea of handsINQUIRY TEACHING: IT IS EASIER THAN YOU THINK 113 on science, inquiry was promoted in the 1960s with the goal of engaging students in the kind of science practiced by scientists using hands-on activities, ultimately helping students develop scientific concepts and process skills [6-8]. Inquiry has its beginning in constructivism which included hands-on activities as a way to motivate and engage students while trying to solidify science concepts. Constructivist approaches emphasize that knowledge is constructed by an individual through active thinking, defined as selective attention, and organization of information and integration with or replacement of existing knowledge. In addition, social interaction is necessary to create shared meaning; therefore, an individual needs to be actively engaged both behaviorally and mentally in the learning process for learning to take place. As constructivist approaches permeated much of the educational practices in the 1970s, it became particularly prominent in science education through the focus on inquiry [9]. The NSES extends the definition and differentiates the terms “scientific inquiry,” “inquiry learning,” and “inquiry teaching.” DeBoer stressed that science was both process and product whether it is practiced by scientists or studied in classrooms [10]. Trowbridge, et al. state, “It is important to note, however, inquiry teaching does not require students to behave exactly as scientists do. Science inquiry is simply a metaphor for what goes on in an inquirybased classroom” [4]. Inquiry can be demonstrated on a continuum. The National Research Council (NRC) defined it as full, partial, open, and guided: full inquiry is when students engage in all features of inquiry; partial is when students engage in fewer essential features of inquiry; open is when fully directed by the students; and, guided is when the teacher directs the activities [6]. Some educators equate inquiry with discovery learning. Discovery learning only involves students using their minds to gain insight into a concept or principle. While in inquiry, an individual may use all of the discovery mental processes in addition to formulating problems, hypothesizing, designing experiments, synthesizing knowledge, and demonstrating such attitudes as objectivity, curiosity, open-mindedness, and respect for theoretical models, values, and attitudes. Inquiry methods seem to engender the following: increase higher level thinking; cause a shift from extrinsic to intrinsic rewards; help students learn how to investigate; increase knowledge retention; make instruction student-centered, thereby contributing to a person’s self114 S. KEY and D. OWENS concept; increase expectancy level; develop multiple, not just academic, talents; and, allow more time for students to assimilate and accommodate information [4]. Many researchers, scientists, and educators have studied classrooms and evaluated investigations, experiments, and practices to see the commonalities of those labeled as “inquiry practices.” All hands-on activities are not inquiry activities. If students are solving a problem using data analysis which began with a research question, then it is most likely an inquiry-based practice or activity. Another criteria for labeling a science practice or activity as inquiry is if the students use the collected data to answer the research question [2]. Research on Inquiry Practices Dalton, et al. directly compared two hands-on curricula that made a difference in students learning some physics concepts [11]. It was found that the hands-on activities alone were not sufficient for conceptual change. Students also needed an opportunity to process the activities and concepts. Discussing meaning and interactions through class discussions of the reasons behind the observations in their independent design activity were needed for conceptual change. Crawford found that mentor teachers’ beliefs and preferred instructional approaches influence pre-service teachers’ willingness to take risks in creating inquiry-based lessons [6, 12]. Demer and Abell found that teachers not only had a wide variety of conceptions of inquiry, but also considered inquiry as any student-driven activities, student generated questions, and student independent research with either little or no teacher intervention [6]. To promote inquiry in all levels of education, practitioners need to recognize broader views of inquiry that include the essential features of inquiry as supported by the NRC. It was found in a study by Minner, Levy, and Century that the majority (51% ) of their fifty-eight studies showed positive impacts of some level of inquiry on science instruction on student content learning and retention [9]. Forty-five (33%) showed mixed impact of inquiry instruction, nineteen (14%) showed no impact, and three (2%) showed negative impact. There were nine studies that looked at some contrasting aspects of student responsibility for learning. Six of those studies found a statistically significant increase in student conceptual learning when there was more student responsibility in the instruction with higher inquiry saturation. In studies where there were more te |
| Starting Page | 111 |
| Ending Page | 145 |
| Page Count | 35 |
| File Format | PDF HTM / HTML |
| Volume Number | 13 |
| Alternate Webpage(s) | https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1335&context=jmsce_vamsc |
| Alternate Webpage(s) | https://www.vamsc.org/wp-content/uploads/2016/Journal%2013/InquiryTeachingItisEasier.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
