Inquiry and the National Science Education Standards A Guide for Teaching and Learning (2000) / Chapter Skim
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6 Making the Case for Inquiry
6 Making the Case for Inquiry
Pages 114-129
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That chapter also pointed out, discussed in previous chapters. as does the National Science Educa- Finally, the chapter describes the tion Standards, that effective science limitations of educational research in teachers use many teaching strategies.
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Research Finding 1: Understand ing science is more than knowing facts. The emphasis of recent re search has been on learning for understanding, which means gaining knowledge that can be used and applied to novel situations.
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importance of helping students Hull with his students' conceptions understand major scientific concepts of forces on stationary objects. In and related factual information, and Chapter 5, Lezlie comments about develop a variety of inquiry abilities.
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. and how learners change their ideas depends on what they view as evi- Research Finding 4: Learning is dence for or against a competing idea mediated by the social environ (Duschl and Gitomer, 1991)
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in Chapter 3 had all these opportuni- In Chapter 5, Sandy and her teacher ties as they developed explanations colleagues shared student work and for basic observations like dying videos of their teaching to reflect on trees, moon phases, and murkiness how what they were doing did or did of lake water. Teachers in Chapter 5 not help their students learn.
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The Standards stress questions and problems and to de understanding major science concepts velop or test explanations for other and building abilities to "do" science. phenomena of interest (Finding 6)
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. Research on student learning leads to a question of great practical importance: What kinds of learning experiences and learning environments promote science learning?
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. All of the Chapter 3 vignettes ments require students to articulate showed students attacking problems their ideas, challenge those of others, using their firsthand observations and and negotiate deeper meaning along science knowledge from other sources with other learners.
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techniques: making students' think- Many research studies of environing visible; bridging from students' ments in which students learn for preconceptions to scientifically-based understanding use standardized conceptions; and facilitating students' measures of student achievement, ability to restructure their own knowl- although these measures do not edge. The approach depicts the emphasize the kinds of deep underteacher's role as coach in developing standing on which the research is student understanding of major ideas focused.
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were done of the original research projects, in which the individual projects are re-analyzed as a whole to RESEARCH ON INQUIRY-BASED yield broader results than any one SCIENCE TEACHING study alone can produce. In general, The final line of research support- these meta-analyses show that inquiry ing the use of inquiry in teaching and based teaching produces positive, 124 I N Q U I R Y A N D T H E N AT I O N A L S C I E N C E E D U C AT I O N S TA N D A R D S
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demonstrated significant posi- thinking, talking, and writing for tive effects on various quantitative language learners and helped them to measures, including cognitive achieve- acquire English and reasoning skills ment, process skills, and attitudes (Rosebery et al., 1992)
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teaching can produce major gains in suggests the importance of students student achievement on selected kinds receiving explicit instruction in the of instructional objectives, but goes on skills they need to engage in science to point out that "The high levels of inquiry and learn from inquiry experi teacher supervision implied by explicit ences. Other research by Rosebery et teaching models may not foster the al.
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Indeed, Science Education Standards, which looking at a variety of studies can focus on major concepts in science sensitize decision-makers to the and on learning for understanding. complexities involved in a decision The methods of teaching most appro and to the crucial issues involved.
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For short of illuminating all the complexi example, given the importance of ties of teaching for understanding, formative assessment established in the evidence from several streams Chapter 4, research has begun to of research is both positive and focus on listening and feedback in promising. science classrooms.
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