Incorporating Inquiry-Based Learning in the Science Classroom 1

Incorporating Inquiry-Based Learning in the Science Classroom

Shannon Skelton

National University TED690

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Abstract

There are many terms and buzz-words circling within STEM teachers philosophes from

student-centered to project-based learning. With the introduction and adoption of the Next

Generation Science Standards, NGSS, the new term, yet classic thought, is inquiry-based

learning. All of these ideas have one major aspect in common; teachers are taken out of center

stage and learning is put into the hands of the students. This paper shares student-centered

teaching strategies as described by Dana Bulbas What is inquiry-based learning? Additionally,

Edutopia highlights its successful implementation at Casey Middle School in Boulder, CO, in the

article Inquiry-based learning in the science classroom. By understanding the what and how

of inquiry-based learning, educators can promote active learning within a science classroom

while with science standards and appropriate pedagogy in place.

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Introduction

In the twenty-first century classrooms, the sky is the limit in terms of creativity in lesson

plans, classroom structure, and learning assessments. With the adoption of Common Core and

Next Generation Science Standards, collaboration and guided, yet independent, exploration of

scientific ideas are crucial for development and understanding of the curriculum. However, these

new standards, concepts and techniques are unchartered territory for many teachers, therefore

Bulba and Edutopia provide resources to help guide educators in the transition in designing

appropriate and effective inquiry-based science lesson and unit plans.

Central question or phenomena

Students will not learn if they are not inspired to learn. Therefore, it is the teachers duty

to spark an interest in the curriculum, and by linking the material to students lives, passions and

interests, teachers are promoting a reason for students to care to learn. An overarching concept of

NGSS is to present the unit or lesson using a guiding phenomena; a video, demonstration, picture

or experience which students may have a range of familiarity with and elicits questions that want

to be answered. Bulba explains that these phenomena are great hooks for the student to then

develop explanations for the phenomena under investigation, elaborate on concepts and

processes, and evaluate or assess their understandings in the light of available evidence (2017).

For example, if you were to Google Image search tree climbing goats and present this visual

phenomena to your students, they can brainstorm questions that immediately arise and inquire

the big question: why? Lessons throughout the unit can then be referred back to the photo as

students learn about factors such as predators, mating, etc. The key to choosing these phenomena

is that teachers recognize the importance of presenting problems to students that will challenge

their current conceptual understandings so they are forced to construct new understandings

(Bulba, 2017) and allow their minds to expand to directions they never imagined.
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Edutopia highlighted Casey Middle School, for its successes in implementing inquiry-

based learning and designing activities and experiments where students answer this central

question for themselves, discovering and learning through a series of guided discussions,

experiments, and hands-on activities over several class periods. Teachers find that students are

more engaged in what they're learning, and have a wider context for understanding the material

rather than just hearing a lecture or memorizing facts (2017). These phenomena which

potentially take an entire unit or multiple units to explain, have wide success in keeping students

engaged and curious, especially in conjunction with hands-on learning. However, teachers at

Casey Middle School reassure science teachers that inquiry-based learning does not always

involve prepping and cleaning up a lab, but also integrates reading material, discussing it with

other students, or doing some research (Edutopia, 2017). When teachers present a phenomena,

it allows the students to see where their curiosity takes them and answer their own questions by

doing science.

Collaborative learning

Looking back on science classes, many peoples memories jump to labs and projects

conducted with classmates. While teachers know that the students in their class project a wide

array of content understanding and may feel the need to accurately assess their students as

individuals, the majority of the findings have indicated that cooperative learning where students

work together to investigate a problem or solve a dilemma can be used successfully to promote

student engagement, socialization, and learning (Bulba, 2017). Students learn from their peers

every day and communicating their thoughts and collaborating to design experiments to

investigate the provided phenomena is a skill that Bulba explains should be stressed and

practiced in the classroom. In inquiry-based learning, students are provided with opportunities

to undertake the investigation preferably in collaboration with others. The teacher, though, needs
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to remain active in the lesson, guiding the students and asking questions to help them (Bulba,

2017) form consolidated conclusions. Casey Middle School has found great success in designing

collaborative lessons and activities in which the students, alongside their peers are truly

experiencing, they're discovering as they go. And thats what real scientists do (Edutopia,

2015). Students feel empowered when they are given opportunities to make discoveries with

guidance and purpose, answering their own questions along the way, rather than answering

questions that are prompted and scripted year after year.

Conclusion

The transition from what some might call passive or traditional learning to an inquiry-

based structure might seem daunting to veteran and new teachers alike. However, there are

countless resources for teachers to learn about effective inquiry-based strategies and innovative

lesson ideas to keep students engaged. Students are provided a sense of purpose in the lessons

yet guide their own curiosities and learning to become stronger problem solvers and scientists of

the future. By tapping into the mind of each student and designing lessons centered around

group collaboration, the science classroom becomes a learning environment that will reach far

beyond what one teacher on a platform can convey.

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References

Bulba, D. (2017). What is inquiry-based science? Smithsonian Science Education Center.

Retrieved from https://ssec.si.edu/stemvisions-blog/what-inquiry-based-science

Edutopia. (2015). Inquiry based learning in the science classroom. Edutopia: Schools that Work.

Retrieved from https://www.edutopia.org/practice/inquiry-based-learning-science-

classroom