In
this
chapter,
one
teacher's
discovery
of
the
power
of
inquiry,
and
her
experiences
integrating
it
into
the
classroom,
shed
some
light
on
common
questions
and
concerns
of
science
educators
considering
inquiry
in
the
classroom.
For
the
past
20
years,
I
have
been
experimenting
with
various
approaches
to
hands-on
learning
with
both
students
and
teachers.
As
my
experience
and
confidence
have
grown,
my
teaching
has
evolved
from
a
more
structured
and
prescribed
hands-on
approach
(teacher-centered)
to
providing
opportunities
for
more
open-ended
inquiry
(student-centered).
The
shift
has
been
gradual
and
incremental
as
I
have
reflected,
practiced,
refined
my
thinking,
and
collaborated
with
colleagues
to
explore
new
territory.
In
the
process,
I
have
had
to
become
both
a
teacher
and
a
learner-looking
ever
more
closely
at
the
inquiry
process.
In
essence,
I
have
become
an
inquirer
into
inquiry
Although
the word "inquiry" is mentioned a lot these days,
there is quite a bit of confusion about what it means and how
it is best done. Few educators have had the opportunity to experience
inquiry first-hand: We didn't learn this way when we were students,
and we weren't taught to teach this way. Most recently, I have
been working as a professional developer, helping educators
from all over the country find ways to infuse inquiry into KÐ5
classrooms. What follows are thoughts that address some of the
most common questions and concerns I hear about inquiry.
Inquiry
is
not
an
either/or
proposition.
Although
inquiry-based
teaching
is
indicated
as
a
central
feature
of
science
education
in
both
the
National
Science
Education
Standards
and
Benchmarks
for
Science
Literacy,
neither
document
recognizes
it
as
the
sole
approach.
Science
teaching
should
encompass
a
wide
range
of
methods.
Even
within
the
realm
of
inquiry
teaching,
there
is
a
wide
spectrum
of
approaches.
Even
within
the
realm
of
inquiry
teaching,
there
is
a
wide
spectrum
of
approaches.
Teachers
must
decide
on
a
method
that
is
most
productive
for
accomplishing
their
particular
objectives
in
learning,
such
as
developing
conceptual
understanding,
being
able
to
do
inquiry
investigations,
and
experiencing
what
science
is.
Hands-on
activities,
reading,
class
discussions,
teacher
demonstrations,
skill-building
activities,
films,
videos,
inquiry
investigations,
and
so
on
are
all
important
tools
when
used
appropriately.
For
educators,
the
goal
is
to
create
a
balance
in
terms
of
pedagogical
approaches,
student-driven
investigations,
and
teacher
direction.
We
weaken
the
possibility
for
successful
science
education
reform
when
we
draw
too
tight
a
line
between
inquiry
and
other
educational
methodologies.
All
hands-on
is
not
inquiry;
not
all
inquiry
is
hands-on
There
are
many
high-quality,
hands-on
science
curricula
and
materials
that
are
available
for
classrooms
today.
However,
using
hands-on
methods
does
not
always
ensure
effective
science
teaching,
nor
is
it
necessarily
indicative
of
an
inquiry-based
approach.
When
children
are
doing
inquiry,
they
have
opportunities
to
raise
their
own
questions,
and
then
plan,
design,
and
conduct
investigations
to
help
them
answer
some
of
those
questions.
They
are
given
ample
time
to
reflect,
engage
in
dialogue
to
develop
their
conceptual
ideas,
and
defend
their
findings
to
others
To
teach
science
as
inquiry,
a
teacher
has
to
allow
children
some
ownership
of
the
processÑwhich
means
giving
the
children
opportunities
to
get
connected
with
questions
that
are
of
interest
to
them,
and
find
ways
to
answer
those
questions.
This
does
not
mean
that
every
child
must
work
from
his
or
her
own
question,
or
pursue
an
independent
investigation.
Very
productive
investigations
can
result
from
a
class
working
on
the
same
question,
or
small
groups
of
children
working
on
different
questions.
Inquiry
in
hands-on
learning
is
often
distinguished
by
the
amount
of
flexibility
a
teacher
allows
in
order
for
children
to
develop
individual
curiosity
and
ways
to
solve
problems.
This
is
different
from
a
situation
in
which
a
teacher
poses
a
question
and
then
directs
all
the
students
to
take
the
same
pathway
to
find
a
common
solution.
In
the
case
of
inquiry,
the
teacher
may
have
a
very
good
idea
of
what
scientific
concepts
he
would
like
the
children
to
learn,
but
he
allows
for
a
lot
of
variation
in
the
children's
investigations,
recognizing
that
there
may
be
many
solutions
to
the
same
problem.
While
an
inquiry
approach
implies
active
learning
and
the
development
of
higher-order
thinking
skills,
hands-on
methods
are
not
the
only
ways
to
achieve
these
goals.
Other
resources
are
important
for
stimulating
questions
and
providing
information.
Books,
articles,
information
on
the
Internet,
and
personal
conferences
or
interviews
can
all
be
used
to
provoke
initial
interest
in
a
topic
from
which
research
or
investigations
may
emerge.
On
the
other
hand,
these
same
resources
might
become
secondary
materials,
providing
additional
support
once
investigations
have
begun.
No
dichotomy
exists
between
content
and
process.
In
this
era
of
science
education
reform,
there
are
many
conflicting
viewpoints
about
the
nature
of
effective
science
education:
Should
the
primary
focus
be
content
or
process?
Both
are
critical,
and
emphasizing
one
to
the
exclusion
of
the
other
is
not
beneficial
to
students.
Engaging
in
inquiry
provides
opportunities
to
help
children
develop
ways
of
understanding
the
world
around
them.
In
her
book
Primary
Science,
Taking
the
Plunge,
Wynne
Harlen
says
that
children
have
to
"build
up
concepts
which
help
them
link
their
experiences
together;
they
must
learn
ways
of
gaining
and
organizing
information
and
of
applying
and
testing
ideas.
This
contributes
to
children's
ability
to
making
better
sense
of
things
around
them....Learning
science
can
bring
a
double
benefit
because
science
is
both
a
method
and
a
set
of
ideas:
both
a
process
and
a
product.
The
processes
of
science
provide
a
way
of
finding
out
information,
testing
ideas
and
seeking
explanation.
The
products
of
science
are
ideas
which
can
be
applied
in
helping
to
understand
new
experiences."
Ideally,
the
processes
used
in
doing
scientific
inquiry
and
the
development
of
conceptual
understanding
and
knowledge
work
in
concert;
they
must
go
hand
in
hand.
However,
the
seamless
interweaving
of
process
and
content
depends
on
both
the
teachers'
and
the
students'
experience
and
confidence
in
doing
inquiry.
Teachers
find
that
they
often
move
back
and
forth,
emphasizing
process
skills
and
scientific
content,
bringing
one
into
focus
for
critical
examination
while
the
other
remains
in
the
background.
Teachers
have
to
help
students
develop
skills
to
be
good
investigators.
With
ample
practice,
these
skills
develop
and
grow
over
time.
Inquiry
teaching
is
not
chaotic--it
is
a
carefully
choreographed
activity.
Although
inquiry
teaching
demands
a
different
relationship
between
teacher
and
student
than
more
traditional
methods,
it
requires
a
high
level
of
organization,
planning,
and
structure,
both
by
the
teacher
and
the
students.
In
essence,
a
classroom
environment
that
is
supportive
and
conducive
to
doing
inquiry
must
be
consciously
developed.
The
teacher
must
create
a
climate
for
doing
inquiry.
In
order
for
inquiry
to
be
effective,
a
teacher
must
lay
a
foundation
in
which
students
can
begin
to
take
more
responsibility
for
their
own
learning.
The
teacher's
role
in
the
inquiry
classroom
is
a
very
active
and
dynamic
one.
Acting
as
a
facilitator,
or
guide,
the
teacher
identifies
a
set
of
carefully
crafted
"big
ideas"--a
conceptual
framework
from
which
children
develop
their
investigations.
This
conceptual
framework
is
the
basis
for
guiding
students
to
learn
something
deeper
about
a
scientific
concept.
During
the
inquiry
process,
the
teacher
walks
around
the
room,
interacting
with
groups
of
students
as
they
experiment.
He
listens
to
their
questions
and
ideas,
continuously
assessing
their
progress
and
determining
the
appropriate
next
steps
for
their
learning.
He
gathers
the
class
together
at
strategic
moments
to
give
additional
information
through
lectures,
demonstrations,
or
discussions.
In
order
for
inquiry
to
be
effective,
a
teacher
must
lay
a
foundation
in
which
students
can
begin
to
take
more
responsibility
for
their
own
learning.
He
must
create
a
rich
physical
environment
in
which
children
learn
how
to
organize
and
manage
materials.
And
he
must
develop
a
supportive
social
environment
in
which
students
can
work
collaboratively
in
small
and
large
groups,
participate
in
discourse,
and
learn
to
respect
each
other's
ideas.
Reference
Harlen,
W.
(1988).
Primary
science,
taking
the
plunge.
Portsmouth,
NH:
Heinemann.