| Scientific inquiry requires students to use higher order | | | | investigated |
| thinking skills as they learn science using a hands-on | | | | Initial confusion by students analyzing experimental |
| minds-on approach. Inquiry's foundation has its roots in | | | | findings is not necessary bad, because they are using |
| John Dewey's book Democracy in Education (1916). In | | | | critical thinking processes. Confusion is good in this |
| this book he describes how true learning begins with | | | | setting, because it demonstrates students are trying to |
| the curiosity of learners. | | | | determine why they did not find the typical canned |
| Defining Scientific Inquiry | | | | answer. Also, a hypothesis can actually result in a |
| His research found that student curiosity and | | | | non-support statement as a result of the experiment. |
| involvement real science investigations moves | | | | Too often students investigate canned labs which |
| students from passive learners to active learners. This | | | | result in a guided hypothesis which can only result in |
| is evidenced when students: | | | | supported finding. This leads them to feel when their |
| - ask questions during an investigation | | | | experiment does not support their hypothesis they |
| - design their own investigations | | | | failed. They have not failed, however they do not |
| - conduct investigations using their design | | | | know this in traditional science teaching. |
| - formulate explanations of findings | | | | Scientific Inquiry Involves Asking Questions |
| - present their findings | | | | Student success designing experiments is based on |
| - reflect upon their findings | | | | asking the right questions. They need to develop |
| Scientific inquiry causes a fundamental change in | | | | questions which do not lead to yes/no or true/false |
| science education, moving it away from traditional | | | | answers, because the best questions are open-ended |
| teaching practices of lecture and demonstration to a | | | | and inquiry-based. As students analyze evidence to |
| collaborative relationship between teacher and student. | | | | explain findings, open-ended questions provide the |
| In these collaborative environments, students take risks | | | | answers they need to formulate meaningful |
| without fear of ridicule and begin to think about | | | | explanations. |
| science. Teachers become facilitators of their | | | | Answering questions in a student's own words is |
| student's inquiry by: | | | | important for higher level of thinking and knowledge. A |
| - modeling and immersing their students in scientific | | | | student's own words disclose level of understanding |
| inquiry | | | | and reveal misconceptions based on prior knowledge |
| - ask guiding questions which provoke thought and | | | | and experiences. |
| reflection | | | | Impact of Using Scientific Inquiry |
| - allow student creativity in experimental design | | | | When students make personal connections when |
| - allow students to discover experiments can be | | | | using scientific inquiry, internalization of the new |
| successful, yet fail to answer the original question being | | | | knowledge takes place. |