Fact: By conducting a hands-on activity, that does not necessarily mean it is an inquiry lesson. Since so many science activities are very structured, students will be provided with worksheets, tables, charts, or questions to answer and do not always promote inquiry. Most inquiry activities are hands-on, but not all hands-on activities are hands on.
Myth: Inquiry is when you use the scientific method.
Fact: " Inquiry used the logic of problem solving that does not use the delineated, specific steps of the scientific method." This means that there is more to inquiry based learning then solely following a structured set of procedures, such as the scientific method.
Myth: Inquiry is unstructured and chaotic.
Fact: It is crucial that adequate classroom management is present for inquiry learning. Since most inquiry activities raise student engagement and therefore may raise the noise level in the classroom, classroom management is key. During an inquiry lesson, a teacher may feel a little less in control of the classroom, but this does not necessarily mean that inquiry learning is unstructured and chaotic.
Myth: Inquiry is when the teacher asks the students a lot of questions.
Fact: "Inquiry based instruction does not just mean finding the right answers, it means seeking the right questions." Teachers must understand content fully in order to teach inquiry and by understanding this content, the teacher can become a guide and mentor for the process of inquiry.
Myth: Inquiry is good for elementary and middle school students, but high school students have no extra time to incorporate inquiry.
Fact: Inquiry can be applied at any grade level. Since most science classes are lecture based in high school, most will believe this myth. Over time, teachers can slowly implement small aspects of inquiry, such as asking questions, plan solutions, or gather information. Teachers must use their time effectively, but can foster critical thinking skills and higher-level thinking with the right amount of effort to fit inquiry into their schedules.
Myth: You can not assess inquiry learning.
Fact: Just like any other concept or topic in a specific subject, inquiry concept can be assessed. In order to assess student progress in inquiry, teachers must use other methods of evaluation. Multiple choice questions, for example, do not adequately assess student progress. On the other hand, teachers must use tools such as writing journals, self evaluations, and rubrics along with other materials in order to adequately assess student progress.
Myth: Inquiry is the latest "fad" for science instruction.
Fact: Inquiry, or the art of questioning learning and discovery, has been around forever. John Dewey is known as the first American educator to stress how important inquiry is. Dewey stated that learning does not start until a problem is presented. Many research studies have proved that most subjects are inquiry based.
Myth: Inquiry is not content related and is referred to as "soft science".
Fact: If students gain an appreciate for science and engage in a science focused program, they will be provided with active learning that focuses on problem solving, raising questions, and seeking ways to solve their questions. Inquiry based science is an effective means to enhance scientific literacy. It has been shown that inquiry promotes critical thinking skills and positive attitudes toward science.
Myth: Inquiry is not for students for learning disabilities; it is solely for high achieving students.
Fact: The standards set forth by the National research Council apply to all students regardless of age, cultural or ethic heritage, gender, physical or academic ability, interest, or aspirations. According to the NSES, “Given this diversity of student needs, experiences and backgrounds, and the goal that all students will achieve a common set of standards, schools must support high quality, diverse, and varied opportunities to learn science.” (NRC, 1996, p.221). Inquiry is about thinking creatively and critically and that is not solely for the high achieving student.
References
Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press. Retrieved February 1, 2016, from http://www.asdk12.org/depts/science/ESCARGOtweb/documents/MythsAboutInquiryBasedLearning.pdf
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