Guided Inquiry in the Science Classroom
By: Lainie Ives
Inquiry-based learning encourages students to transfer knowledge gained through lab experiences to new scenarios. Rather than memorize formulas for the short term, students learn by doing—with long-lasting results.
What are the vital components of a successful inquiry-based science program?
1. Successful inquiry-based science programs ask the right questions.
Teachers worry that they won't cover all of the topics students need to know because labs are time-consuming and inquiry-based learning is less structured. But, this is where the right question comes into play. A question like, "Why does a race car accelerate faster than a tractor trailer rig?" opens learning to many topics, including the relationship between force, mass, and acceleration; gravity, friction, aerodynamics, and momentum.
In an inquiry-based classroom, each lesson begins with an essential question that focuses learning and structures the activity. At the end of the lesson, students will be able to answer the essential question because they have created models, collected data, and graphed the results—in other words, they have concrete experiences on which to base their answers.
2. Successful programs provide the right experiments and accurate tools for students.
If students are to learn primarily through lab experiments rather than reading or lecture, they need experiments that clearly demonstrate the expected outcomes. This requires tools that can provide accurate, precise, and consistent data. High-quality tools minimize sources of experimental error so that students can recognize patterns in their data and identify relationships between variables.
Newton's second law, for example, is typically taught using toy cars, timers, and ramps. If the cars are not precision-engineered, friction significantly affects experiment results. If a stopwatch is used as a timing device, very long ramps are necessary. Otherwise, variations in human reaction time make it nearly impossible to gather consistent data. An infrared "photogate timer" removes this source of experimental error. Inquiry-based learning requires tools that are easy to use, accurate, durable, and affordable.
3. Successful programs provide a balance of structured and exploratory learning.
Inquiry-based science programs are sometimes described as "throwing a box of physics equipment in front of the kids and asking them to come up with the questions and answers." That's a tall order for most introductory physics students. But, inquiry-based instruction can be guided inquiry. A guided inquiry program provides instructions that "guide" the student through a series of experimental steps, providing frequent questions to check for understanding.
Lab activities should begin with simple, structured experiences that allow students opportunities to make concrete observations. For example, in the Newton's second law activity, students should observe what happens when mass is added to a car that is propelled down a straight track. Then they can predict what will happen when more mass is added. Students test these predictions, recording their results in a data table. Leading questions are used to help students analyze what they observed. Students are encouraged to make graphs to help them recognize patterns in their data.
This process prepares students to formulate their own questions: What happens if we keep the mass the same but change the force? Can we devise a method to double the force? What happens if gravity provides the force, rather than a rubber band? A good program lays a structured foundation and then allows students the opportunity to extend their learning through inquiry.
4. Successful programs support teachers new to inquiry-based teaching.
Moving from director/transmitter of information to guide/facilitator of learning can be a disorienting process. Inquiry-based programs must provide resources to support teachers through this transition. A wrap-around teacher's guide that provides extra "factoids" of information in the margins of the student text may not be adequate for the inquiry-based science teacher. Resource materials should provide the teacher with sample lead-in questions, demonstrations, and teacher-student dialogues that support the lab activities. A clear, step-by-step guide that outlines how to structure an inquiry-based lesson is essential for the teacher.
Ongoing support through professional development workshops and teacher support and planning groups are vital. Teachers who participate in workshops that model inquiry-based lessons often find that they enjoy the freedom of working with the students rather than primarily talking to them. Also helpful are online user groups for teachers and a content-rich Web site with links, such as video that demonstrates equipment setup.
Successful inquiry-based science programs facilitate real conceptual change by providing direct experiences that help students answer questions about how the physical world operates. Students learn how to formulate their own questions, test their own hypotheses, compile and present their data, and draw conclusions that lead to further questions.
Inquiry-based learning builds student confidence by tackling and solving problems. Students work in teams to solve problems and learn to present results based on data. These are lifelong skills not easily taught through textbooks and lecture—they are best learned through experiences that foster curiosity, teamwork, and problem-solving skills. Inquiry-based instruction promotes working cooperatively with others to find answers, which is one of the most important skills to possess in today's global workplace.
Lainie Ives is a former CPO Science curriculum specialist and middle and high school teacher. She continues to work with the CPO Science writing team as an instructional consultant, www.cposcience.com.
