Inquiry is NOT the Best Way
to Teach Science
Linda Heidenrich
Sojin Kim
Arguments
National
& California Science Content
Standards
Reality of the Classroom
Cognitive Development of Adolescents
Inquiry
Student-Centered and Student-Constructed
Students
select a question to explore.
Students design and conduct
experiments.
The students propose explanations
based on their results.
Students construct the information.
California Science Content
Standards and Framework
Effective
science programs reflect a
balanced, comprehensive approach that
includes the teaching of investigation and
experimentation skills along with direct
instruction and reading.
Effective science programs use multiple
instructional strategies and provide
students with multiple opportunities to master
the content standards.
National Science Education
Science as Inquiry Standards
Engaging students in inquiry helps students develop
 Understanding of scientific concepts.
 An appreciation of "how we know" what
we
know in science.
Understanding of the nature of science.
Skills necessary to become independent
inquirers about the natural world.
 The dispositions to use the skills, abilities,
and attitudes associated with science.
Reality of the Classroom
Inadequate
Science Teacher Training
Lack of Time and Resources
Standards-Driven Student Assessment
Varying Prior Knowledge of the Students
Misconception and Reconstruction
Student Motivation
Cognitive Development of
Adolescents
Piaget's Stages of Cognitive Development
Sensory
Motor (0 - 24 months)
Preoperational (2-7 years)
Concrete Operations (7-11 years)
Formal Operations (11-15 years)
California Standards-Dissected
“balanced,
comprehensive approach”
including “direct instruction”
Direct
instruction is critical to the success of
the science student.
“multiple
For
instructional strategies”
a science student to be successful, they
must be exposed to various strategies.
National Content StandardsInquiry Standards not taught
be inquiry methods
“how
we know”-can only be taught by a
trained teacher.
Nature of science-can only be taught by
a trained teacher.
Understanding using appropriate toolscan only be taught by a trained teacher.
Inquiry Standards taught by
inquiry methods?
Study
by Dr. Klahr of Carnegie Mellon
University
77%
of students with direct instruction
were better able to discern an effective and
scientifically sound science fair project.
ONLY 23% of inquiry students
accomplished the task.
Inadequate Teacher Training
ASIST
(Alternative Support for
Induction Science Teachers)
Late 1990’s
Effort to incorporate inquiry learning
Only 4/14 teachers were successful
Teaching within their subject area
Understanding of the nature of science
Belief science is not a specific process
Process
oriented teachers did labs but not inquiry
Lack of time/resources
 December
2001: NSTA WebNews: NCLB requires
$450 million to be spent on math/science programsonly $12.5 million is approved
 March 2002: Education Week: Teachers spend an
average of $400 on their classrooms
 OUHSD pacing plan: 4 weeks on Cell Processes:
photosynthesis, cell respiration, active transport,
diffusion, osmosis
 Other constraints: proper classrooms/lab equipment..
Standards-Driven Assessment
Teach
to the test-it’s our reality!!!
Assessments
are multiple choice not free
response.
Direct instruction better prepares students for
multiple choice questions.
Lin
et. al. 2002 study: Students with direct instruction
performed better on multiple tests than those who
completed inquiry assignment on a computer.
In
direct instruction, we can provide the examples
and explanations students need to pass the test.
Misconceptions and how to fix
Literary
Review by Guzzetti (2000)
Teacher-guided
discussion
Teacher-selected text
REQUIRES a teacher as an active
participant!
Student Motivation
Student-directed
inquiry requires
students who are motivated
How People Learn: Chapter 3-problem
solving occurs in students with an
intrinsic desire to learn
Frustration
deters from this motivation
Development of Adolescents
Concrete
Operational moving toward
formal operational
Concrete:
develop capacity for logic and
reasoning only in familiar situations
Formal: can begin to deal with
hypothetical situations and reason logically
Source:
Slavin
Educational Psychology, Robert A.
Summary
 Inquiry
is NOT the best way to teach science
because…
 CA/National
Standards require direct instruction-even for
inquiry standards
 Standards-based assessment
 Teachers not prepared to teach effectively
 Lack of time/resources
 Adds to student misconceptions
 Student Motivation/Development