Inquiry Articles

What is inquiry?

This article attempts to answer that question by opening the door to further inquiry. As the article states, there are as many definitions for this term as there are teachers. However, a method of devising an answer that is valuable for instructors is something called a concept map. As they state "schematic diagrams illustrating the relationships and interconnections of concepts for a particular topic" Here is an example of one from the article.

Because a concept like inquiry can be difficult to define and assess, it is useful to have a complete picture of the skills and necessary elements that inquiry contains. Inquiry is an active learning process, not a product and therefore it can be difficult to come up with a right or wrong answer. Instead, it builds on natural human curiosity to create a student driven model.

 There are many myths surrounding the Inquiry model. This article offers rebuttals to some of these arguments.

Myth 1: Teaching science through inquiry means students discover science ideas on their own

This myth suggests that inquiry and discovery learning are the same. Inquiry lessons are scaffolded by the instructor.

Myth 2:  Teaching science through inquiry is achieved merely through hands-on activities 

This is misleading. Hands-on activities are one of many components to inquiry based instruction

Myth 3:  Teaching science through inquiry is chaotic

This myth comes down to classroom management. If an instructor is willing to relinquish control, they will find that it looks chaotic but it is part of the inquiry process.

Myth 4:  Teaching science through inquiry is not an efficient use of time

Inquiry takes longer but it far more effective than lecture style teaching to get students to understand complex concepts and practice observation and critical thinking. 

Myth 5:  Teaching science through inquiry is only for some students 

Inquiry can be scaffolded at many levels and should not exclude struggling learners who need critical thinking skills the most.

Myth 6:  Teaching science through inquiry does not promote college and career readiness 

Traditional lectures do not prepare students for the real world. Inquiry teaches cooperative learning, creative problem solving, and more skills that will carry through for the rest of the learner's school career. 

This article explained how the inquiry method goes hand in hand with the 5E model.

It reminded me of this image I came across in researching the 5E's for another blog post.

This graphic emphasized the overlapping skills required that come into play during the learning cycle. I also noted the use of the word cycle, because it is not a linear concept. When we list stages, it seems to work in procession, never deviating from that order. This graphic allows for connectivity between activities that are all encompassing the work of "doing science."

Something I took away from this article was the table that gave examples and non-examples of expectations at each stage of the 5E model. Properly executing the model seems like a daunting task but having this article as a resource is helpful.

This wiki article outlined the 5E's clearly and effectively. 

For further information about each step, here is a link to my previous blog post. In this post, I break down the 5Es and link to resources and videos that explain the process in greater detail.