Have you wondered whether inquiry-based science teaching really matters? Does teaching science-as-inquiry increase student’s conceptual understanding, and are students more motivated to learn science?
Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, which are often necessary in the current standardized-assessment laden educational environment. (Minner, Levy, & Century, Vol 47, No. 4, Journal of Research in Science Teaching)
Teaching science as inquiry is based on the idea that learning is deepened if viewed as a communal experiences, and that students are involved in making decisions about not only how they learn, but what they learn.
The Art of Teaching Science website promotes strategies and a philosophy providing practical approaches to being an inquiry-based teacher.
Here are a few ways to optimize a science as inquiry approach in your classroom:
- Use cooperative learning strategies as a normal part of science teaching by implementing 6 practical strategies that have shown to work in science learning.
- Engage students in discussion and debate of science-related social issues by implementing the Fuzzy Situation Strategy.
- Implement Web 2.0 science projects in your class in which your students create, share, and publish their research on local environmental problems.
- Science as Inquiry: A companion Website with details on the tools of inquiry, and more than 31 inquiry activities.
- Why do we Teach Science?: Voices from the Classroom. Teachers talk about why they choose to be inquiry-oriented teachers.
- 3 Inquiry Lesson to Begin Your Science Course This Year: Specific plans for you to implement project-based science activities.
Follow This Link To the Science for Inquiry Website.