Inquiry National Science Education Standards

Chapter 2 explores the idea of inquiry. As stated on page 5, inquiry is a natural human characteristic. 

"As children and as adults, when faced with an unknown situation, we try to determine what is happening and predict what will happen next. We reflect on the world around us by observing, gathering, assembling, and synthesizing information. We develop and use tools to measure and observe as well as to analyze information and create models. We check and re-check what we think will happen and compare results to what we already know. We change our ideas based on what we learn."

The article gives a great example of inquiry in a 5th grade classroom. Students questioned why 3 similar trees did not appear the same outside of the school. The teacher allowed her students to explore ideas for about a month and finally came to a conclusion about the amount of water each tree was exposed to. The students then came up with a plan to make sure all three trees were given the correct amount of water to keep them healthy.


I think that this is a great level of thinking and learning. I think table 2-2 gives a great breakdown on how to implement inquiry in classrooms of grade levels between K-12. As a science teacher I will be sure to look at the five 'Essential Features of Classroom Inquiry' listed on page 25. There may be some variations to classroom inquiry such as the freedom of the students in choosing the question. As long as the students go through the necessary steps of figuring out the problem on their own, classroom inquiry will be successful. 


Overall, this article taught me the practical use of inquiry in my classroom and also how it benefits the learning of my students. I will need to be aware that inquiry takes more time to teach, but I think that the impact that it will have on my students will determine me to teach my students science through the process of inquiry.