SCIENCE. 2006.
Inquiry learning. Teaching scientific inquiry.
Hanauer DI, Jacobs-Sera D, Pedulla ML, Cresawn SG, Hendrix RW, Hatfull GF.
Science teachers in kindergarten to 12th grade (K-12) classrooms face a curious paradox. On one hand, according to the generally accepted theory, scientific inquiry in the classroom is “at the heart of the science and science learning” (1). In essence, the teaching of science should mirror the processes used by professional scientific researchers. On the other hand, a school classroom is not a research laboratory. Scientific research typically involves complex methods and problem-solving approaches (2), resulting in conclusions that are subjected to worldwide evaluation (3–6). Capturing these characteristics of professional science within the K-12 school classroom is daunting (7).
The goals of scientific research and current pedagogical practice are at odds (8, 9). In our culture, schools are designed to present established understandings, not to promote discovery of new knowledge. The focus on persuading students of the correctness of stated information is intensified by increased reliance on broad-based standardized testing, which—especially in the United States and the United Kingdom—has become a popular mechanism for making schools accountable. The ensuing culture of conformity with established knowledge is the very antithesis of scientific inquiry (8).
Problems with implementing scientific inquiry in the classroom include the following: (i) Teachers may manipulate classroom science to obtain the expected results (10). (ii) Teachers' demonstrations merely simulate scientific inquiry. (iii) The incomplete development of students' reasoning abilities may limit their ability to construct complex scientific arguments (9–12). (iv) Scientific inquiry often requires detailed knowledge of a topic that students have yet to master.
