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What Is Inquiry in Science?

Inquiry is the basis for all science, but how does it translate to the classroom? This article outlines three types of inquiry that can be used in the classroom.
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Inquiry-based science instruction engages students in the processes of formulating predictions, organizing and interpreting data, and communicating results using science terminology. The approach has great potential to excite and motivate students, but requires preparation and forethought to implement successfully. appeals to students’ natural curiosity about the world around them, while developing science process skills.
 
 
Three Kinds of Inquiry
Inquiry-based instruction can take multiple forms, but the approach can be seen as a continuum from teacher-led to student-led processes.
 
Structured Inquiry
 
Guided Inquiry
 
Open Inquiry
Students follow precise teacher instructions to complete a hands-on activity.
←→
Students develop the procedure to investigate a teacher-selected question.
←→
Students generate questions about a teacher-selected topic and design their own investigations.
 
 
Structured Inquiry
In this strategy, the teacher provides students with a question and the process the students use to find the answer. Teachers lead students step by step through the scientific process.
 
Certain topics can only be explored through structured inquiry, in particular those that involve answering standards-based questions using a method which is not intuitive or which involves the use of specialized instruments. For example:
·         Do plants lose water through their leaves?
·         What does fire need to burn?
·         What is the relationship between force and acceleration?
 
The obvious advantages to this approach are that these lessons are sure to familiarize students with inquiry methods and allow them to develop science process skills. Students also practice common techniques such as pH testing or density calculations. In addition, teachers may be able to anticipate the types of questions that students may pose and easily prepare points of discussion.
 
Yet structured inquiry strategies may not engage students as fully or develop as high level critical thinking skills as the other two forms of inquiry-based teaching strategies.
 
Guided Inquiry
In this strategy, the teacher poses a question and provides the students only with materials to be used in their investigation. The students must design the experiment themselves. Many standards-based topics work well with guided inquiry. Questions a teacher might provide include:
·         What happens to a balloon if it moves from a hot to a cold environment?
·         What structures do most plants have in common?
·         What will happen to the period of a pendulum if you change the amplitude, the mass, or the length?
 
Guided inquiry requires that students are familiar with the main steps of scientific inquiry. Teachers are responsible for preparing inquiry-based assessments to monitor students.
 
Open Inquiry
In this approach, teachers furnish the materials for students to investigate, but students must come up with the question and method for investigation. For example, teachers might provide students with the following objects and ask students to formulate questions about them.
·         Primary colored paints and materials they can use to mix together
·         A variety of objects that may sink or float at a water table
·         Solids, a beak, water, and a stirring instrument
·         A bag of marbles with a few that are different sizes
 
Because students follow their own paths of questioning, it is more difficult to tie this approach to standards-based topics. The key is to choose a topic that intuitively arises from an examination of the materials. In addition, to ensure the success of this strategy, teachers can
·         provide carefully planned inquiry-based assessments
·         create well-established classroom rules for interaction and the handling of materials
·         offer guidance to students who exhibit frustration
·         prepare guided questions following the activity that tie into standards
 
Teachers feel less comfortable with open inquiry than structured inquiry. Yet, given an appropriate topic and lesson preparation, this approach can excite both students and teachers and provide a great opportunity for students to develop inquiry skills and articulate scientific reasoning.
 
Read more about inquiry-based instruction in science <link to Inquiry Strategies for the Science Teacher>
 
 
 
 
 
 
 
 
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