When I was first asked how these results were possible, my first
response was that in District 203 we don't just teach science or learn
science, we do science. The process that we use to do science is inquiry.
The student's ability to ask the right question is the most significant
skill a student can develop. Students are asked to design and construct
activities that are useful in answering their questions. A teacher's
ability to encourage questions and foster curiosity is paramount.
From kindergarten through 5th grade kits have been developed or purchased
to touch on the age appropriate topics in science. A lab format schematic
hangs in classrooms throughout the district from kindergarten through
8th grade with a focus placed on its use in the scientific process.
I believe our teachers understand and convey that science is a process,
not just a series of unrelated topics.
As we continue to refine our K-12 curriculum, the district understands
and keeps its focus on the fact that inquiry
is the best method to use in developing scientifically literate students.
We understand that inquiry has two faces. One is content to be taught,
meaning what students should understand about inquiry, as well as
the second, a process that is used during scientific investigations
accompanied by appropriate teaching strategies that enhance the experience.
Our district outcome addressing State Goal #11 which states: "Understand
the processes of scientific inquiry and technolo-gical design to investigate
questions, conduct experiments and solve problems." best summarizes
our view of the usefulness and effectiveness of inquiry as a teaching
strategy.
It states; Students will develop the abilities necessary to understand
and use scientific inquiry.
Dick Raab
8th Grade Science Teacher
Click here
to view the PowerPoint presentation - The
“What” and the “Why” of Inquiry.
Another resource on Inquiry
is:
Inquiry into Inquiry Learning and Teaching in Science edited
by Jim Minstrell and Emily H. Can Zee - "The Three Faces of Inquiry",
Gerald F. Wheeler (pages 14 - 19)
