Scientific inquiry is a process that involves
generating questions, designing investigations, making predictions, finding
answers to questions, gathering data, and using evidence based on conclusions
to explain the phenomena. The priority is for learners to be engaged in
scientific questioning and exploration. This is when learners are able to
obtain evidence and connect the explanations to scientific knowledge. It is
also important for students to be given the opportunity to construct or
critique the evidence through formative and summative assessment. Teaching in a
manner that ensures scientific inquiry along with the times that are changing.
It is evident that we are living at a time when technology plays an important
part of our daily lives. In this reading we are introduced to the four
objectives in the process of scientific inquiry.
The first objective is made to help students
understand the process of science investigation. What stands out about
scientific inquiry is the fact that it allows for flexibility. There doesn’t
have to be just one particular method, there can be different types of methods
to ask and solve questions. Long ago we viewed science as something that only
consisted of experimentation however, we must consider that science also uses
other techniques such as observations, surveys, and other non-experimental
approaches. The evidence learners collect can
change their perceptions about the world and increase their scientific
knowledge (National Research Council, 2000). The second objective ensure that
students receive the opportunity to practice and fine tune their
critical-thinking skills. The reading points out that this step is important
not just in science inquiry but also for making informed decisions on a daily basis.
The third objective is based on the purpose for scientific research. This
action is vital because it affects how all learners understand the world around
them. Scientific research provides a foundations for improving our choices
about personal health and the health of the community through investigation.
Lessons in this module encourage learners to think about the relationships
among knowledge, choice, behavior, and human health (BSCS, 2016). The fourth
objective, makes certain that students think in terms of scientific inquiry
objectives as they grow to be fruitful throughout their lives. Students are
able to critically think, problem solve, partake in self-reliance, and reason. As
it has been noted, our fast paced and changing world requires elementary and
secondary students to acquire the skills to be life-long learners. The Next
Generation Science Standards, have already outline the science practices for us
through the 3 dimensions essential for creating and guaranteeing students
partake in inquiry throughout grades K-12.
Scientific inquiry is a revision made to
teach the nature of science in a way to understand (Lederman & Lederman, 2004):
- · that science involves creativity
- · that it is socially and culturally imbedded
- · that science knowledge is adaptable to change
- · the difference between observation and inference
- · the difference between laws and theories
- · that science is based on observations of the natural world.
My concern is whether scientific inquiry
is more effective when doing group work or individual work? Or does it depend?
I just had the thought that depending on the lesson or activity one method
would work best. A research proposal idea can be based on helping students
better understand life cycles through the use of scientific inquiry. Many
students want to study about how their bodies function, the solar system, and
about other living mammals; this means they want to understand the nature
around them therefore the scientific process can help.
BSCS. (2016). Doing Science: The Process
of Scientific Inquiry. Retrieved from https://science.education.nih.gov/supplements/nih6/inquiry/guide/nih_doing-science.pdf.
Lederman,
N.G., and Lederman, J.S. (2004).
Revising instruction to teach nature of science. The Science Teacher 71(9):36-39.
National Research Council (2000). Inquiry and the national
science education standards: A guide for teaching and learning.
Washington, DC: National Academy Press.
Hi Denise,
ReplyDeleteI liked the way you develop the summary in your critique I think is well develop and covers the main aspects of the model. I would like to see your insights about the models or if you had any kind of experience in your works as a teacher, or maybe as a student.
Responding your questions, I think the scientific inquiry is better when the experimentation and all the other phases are applied in group. I remember the report talked about the socialization and how sharing experiences help students to compare and decide the best solution to their questions or problems. I consider your proposal very reachable, as you mention students have curiosity of how things work, and function.
How can you think this model can be applied in your classes? Do you think is possible? (I remember you said in class sometimes you are not able to implement new ideas because things are repeated year after year)
Hello Denise,
ReplyDeleteYour opening paragraph provides an excellent explanation for the meaning of Scientific Inquiry. I thought I knew the subject fairly well, but your description of it helped clarify some aspects I realize now I was not fully aware of. I particularly like how while you explain that scientific inquiry is a multi-tiered process with many steps, you also highlight that the most important aspect is to encourage scientific questioning and exploration in learners. I did however find your summary of the paper a little hard to follow. When summarizing such a large paper in a short form, it requires making judgement calls of what to cover and in how much detail, but I feel you may have cut some aspects that are important to the overall objective of the piece. In your proposal, you gave an interesting group of possible topics; anatomy, astronomy, and mammalian biology. Did you just pick some example topics at random or is there a common theme to these that made you select them?
-SFM
Denise, I very much agree with your position that given the opportunity students can fine-tune their critical-thinking. This is a very important skill that all students need to master in order to compete in this ever-changing world in which we live. I think science inquiry gives students the opportunity to practice and master many skills that can cross over and be utilized and other subjects such as math, social studies, and even English language arts. I noticed that you voiced your concern on the effectiveness of science inquiry being dependent on group or individual work. I believe that it is important to be involved in group work where students are given the opportunity to voice their opinions as well as here others in regards to the topic that they are exploring. Do you think that science inquiry could be affective if done totally individually?
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