Teaching+High+School+Science+Through+Inquiry



Llewellyn, D. (2004). //Teaching High School Science Through Inquiry: A Case Study Approach// (1st ed.). Corwin Press.

Definition of Inquiry and Characteristics
Inquiry is a scientific process of active exploration by which we use critical, logical and creative thinking skills to raise and engage in questions of personal interest. Driven by the students’ curiosity and wonder about observed phenomena, inquiry investigations usually involve


 * Generating a question or problem to be solved
 * Brainstorming solutions to the problem
 * Stating a hypothesis to test
 * Choosing a course of action and carrying out the procedures of the invetigation
 * Gathering & Recording data through observation & instrumentation to draw appropriate conclusions
 * Communicating the findings



**__ What does an Inquiry-based classroom look like? __**

 * “What if….” And “I wonder….” questions posted around the room
 * Concept maps and graphic organizes displayed
 * Student work posted around the room for recognition
 * Desks are arranged in groups or U-shape conducive to working together
 * A collection of reading materials (fiction, non-fiction books, magazines, journals, etc available)
 * Area of student’s portfolios or journals (box or crate)
 * Materials and supplies readily available
 * Videotaping equipment, computers, media for student use
 * Separate learning centers for extension investigations, as well as individual and small group work
 * A daily schedule that accommodates extended or multiple-period investigations through block scheduling or double periods
 * Computer resources available for accessing internet sources and containing supplemental software to review or reinforce science topics
 * Classroom sets or collections of multiple textbooks for in-class usage and/or student sign out


 * __ What are the students doing in an Inquiry-Based Classroom? __**
 * Show an interest & imagination in science by acting as researchers & viewing themselves as scientists
 * Engage in diligent investigations from their self-generated questions
 * Persist in asking questions to clarify and confirm the accuracy of their understandings
 * Work and communicate in thoughtful groups
 * Utilize higher-order thinking skills to solve problems and make judgments about their work
 * Consider skepticism and alternative models or points of view
 * Use unbiased data and evidence to form explanations
 * Connect new knowledge to prior understandings
 * Make decisions as to how to communicate their work
 * Demonstrate their science understandings and abilities in a variety of forms
 * Peer evaluating to seek opinions and assess the strengths & limitations of their work


 * __ What does the teacher do in an Inquiry-based classroom? __**
 * Use of NSES or State standards to guide lesson plans or units
 * Select lessons & experiences that align with the standards and student’s ability
 * Create a positive classroom culture that encourages scientific attitudes & habits of mind
 * Stimulate and nurture student’s curiosity
 * Provide opportunities for meta-cognitive strategies
 * Use wait-time techniques appropriately & do not interrupt students in mid-answer
 * Limit the use of lecturing to topics that can’t be taught through inquiry or hands-on activities
 * Always assess a student’s prior knowledge at the start of each lesson
 * Make learning relevant by making connections to the real world or a student’s special interests
 * Initiate discussion by asking questions, creating debate or grabbing students attentions
 * Rephrase student questions and responses so they can begin to answer their own questions
 * Plan lessons using the Inquiry cycle (Attached diagram)
 * Ask follow-up questions to student’s responses rather than saying “Okay”
 * Maintain appropriate classroom management during student investigations
 * Establish every day routines for group interaction & when retrieving/returning materials
 * Keep students on task by having them support and debate their own data, evidence
 * Say “Thank you” or “Great Answer” in response to student contributions
 * Arrange student’s desks in clusters to promote group activities
 * Focus each lesson on engagement and problem solving
 * Use the class time for investigations and not to do homework
 * Integrate science with practical skills and strategies such as math skills, technology, etc
 * Act as the facilitator, initiator and mediator & coach during the investigations
 * Use primary literature opposed to commercial textbooks
 * Utilize concept maps, graphic organizers, drawings and models during the investigations
 * Encourage students to critique their own performance
 * Keep current with your own teaching methods, styles and new techniques
 * Move about the classroom & rotate among small groups during the lesson
 * Encourage all students to design and carry out their own investigations
 * Kneel to make eye-to-eye contact when speaking with students in small groups
 * Value student’s responses and view wrong answers as an “open door”
 * Moderate classroom discussions so all students can share their points of view
 * Monitor student progress continuously on a daily basis
 * Read content-related journals