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I n q u i r i n g M i n d s

The science curriculum has geared itself toward No Child Left Behind. The blueprint for rethinking American science education from pre-K to 12 and beyond better prepares students to thrive in the global economy. Teachers no longer can assume that students will understand the nature of science because they participate in inquiry-based lessons. Students must be given explicit opportunities to examine the knowledge-guiding process. Students must have learning experiences that foster a deep understanding of the nature of science and increase their ability to interpret and apply scientific information. Today's concept is not the quantity of material that is taught, but the quality of the material being taught.

In applying this notion, teachers must transform their original views and understand that science does not proceed in a linear fashion. The rigid scientific method is actually being replaced with a more inquiry-based school of thought using conceptual and procedural abilities. The straight-line progression of steps along the lines of identify a problem, form a hypothesis, conduct an experiment, gather and interpret date, communicate results and conclusions, and possibly identify new questions. This series of tasks typically has been identified as the Scientific Method. Teachers are trying to implement a more realistic method of teaching science in a much more open-ended and creative way.

While scientists do write using the traditional scientific method, doing science is a lot "messier" and more creative process than that. The Inquiry Wheel is being implemented because it is a better way to describe how scientists do their job. It emphasizes the questions, which are inherent in scientific understanding. The best scientist besides "real" scientists are 3 years old. Why? They ask lots and lots of good questions. Science in the classroom thus emphasizes and encourages that students feel free to ask lots of questions. The Inquiry Wheel method motivates our science students to become actively engaged, build on previous knowledge, asking questions relevant to our every day life and surroundings. In essence, asking questions about what's going on in our own backyard.

Teachers have found that our students comprehend better and remember more by doing and relating science to their world around them using the Inquiry method. This not only has increased their inquiry based science skills but has taught students how to use their own learning skills in a differentiated manner.

Room 212