Scientific Inquiry: A New Approach to Teaching Science in Elementary School

Nicole Pilarz, Early Childhood and Childhood Education · Mrs. Laurie Naab, Elementary Education

In the past, teaching science in elementary school has been done through rote memorization and reading from the textbook. Research found that many students felt unengaged and disconnected from the material. Recently, educators have been considering a new approach to teaching science in elementary school known as scientific inquiry. This is a process that includes students asking a question about the natural world that is of interest to them. Then they make predictions, develop and conduct an experiment, come up with an explanation and discuss it as a class. This method of learning is process based and student directed where the teacher plays the role of the facilitator; guiding students toward material that needs to be covered and expanding their thinking. Using this method, science is even being taught at the preschool level, which was avoided in the past. Through my research of professional education journals and personal experiences in the classroom, I will explore how to correctly implement scientific inquiry, why it is considered to be so effective, and at what age it can be successfully implemented into the curriculum.

Abstract

References

Process:

Scientific Inquiry in Preschool

Conclusion

During the process of scientific inquiry, the students’ questions and curiosities lead the curriculum. It encourages children to do research and ask questions for authentic reasons, and uncover new knowledge on their own. Through this process the students become teachers, and the teacher learns alongside the students. In an inquiry-based lesson, students aren't waiting for the teacher to tell them the information; instead they are actively seeking answers, designing experiments, and coming up with new questions. Students are able to comprehend that learning is a cyclical process and gain important skills such as learning to think and problem solve. They learn that there are multiple ways to find answers and many tools available for solving problems.

Background Information

Role of Students

Role of Teachers

Here is an example from a preschool science journal. After observing and cutting open a pumpkin, this child recorded what they saw, including the seeds pictured inside the pumpkin. The teacher recorded what the child said.

This teacher provides guiding questions as students investigate

the different parts of a plant.

These students work together to conduct their experiment concerning the conditions plants must have in order to grow.

Pose a scientifically

oriented question.

Make predictions and provide

explanations.

Develop an experiment/ investigation.

Conduct experiment/ investigation.

Reevaluate the

explanation based on

data.

Communicate and discuss

results.

Baxter, J., Ruzicka, A., & Blackwell, S. (2012). Inquiry Takes Time. Science & Children, 50(1), 42-47.

Brenneman, K., & Louro, I. (2008). Science Journals in the Preschool Classroom. Early Childhood Education Journal, 36(2), 113-119.Bybee, R. W. (2011, March). Inquiry is essential. Science and Children, 48(7), 8.Grueber, D., & Whitin, P. (2012). Valuing Little Steps Toward Inquiry. Science

& Children, 50(3), 41-45. Pardo, R., & Parker, J. (2010). The inquiry flame: scaffolding for scientific

inquiry through experimental design. The Science Teacher, 77(9), 44.

In the recent past, science education did not exist at the preschool level. The method used to teach science at higher grade levels seemed incompatible with preschoolers’ abilities. However, with hands-on, inquiry based science lessons, it has been noted that science education at the preschool level is not only possible, but can be beneficial in teaching other subjects. Using science journals is a great way to encourage inquiry in preschool. The students follow a simpler process of scientific inquiry asking questions, observing the world around them, and drawing conclusions. Students would draw what they see in their journals and dictate their thoughts to the teacher.

 The journals provide motivation for the students to observe carefully, detailing what they see; an important skill in higher grades. They also provide important interactions between teachers and students; deepening the understanding of the material, identifying misconceptions, extending student thinking, and modeling questions. Science journals also encourage literacy skills. Students have the opportunity to use descriptive words, and work into more complex thoughts and sentences. Journals can also be a useful assessment tool for teachers. They give insight into student’s thinking and language processes. Through the use of inquiry, science has no age limit.

Through my studies and personal experiences I have found the growing popularity of scientific inquiry to be a positive change. The inquiry process is not only being introduced to teachers through seminars and professional development workshops, but has also been added as a major part of the new core curriculum science standards. Scientific inquiry is overall more engaging to students, demands a more complete understanding of content, encourages problem solving, and can be incorporated into younger age groups. By using scientific inquiry, students are also developing their skills in other subject areas such as math, reading, and writing, which is very helpful when considering that science lessons have been reduced due to the increased pressure of standardized tests. The inquiry process is the key to the future success of science education.

In scientific inquiry, students become the teacher taking responsibility for their own learning. As such, they have the following jobs, which are monitored by the teacher.

• Consider questions that have interest to them.• Plan and conduct experiments.• Research and investigate information.• Use critical thinking and problem solving skills.• Reevaluate thinking based on data.• Work independently or cooperatively in small groups.• Communicate and discuss their findings with others.• Participate in self-assessment.

In scientific inquiry, although the lesson is not teacher-directed, the teacher still plays a very important role as a facilitator of the learning process. As such; the teacher has the following jobs:

• Lead children toward subjects that need to be covered.• Create an appropriate learning environment and provide needed materials.• Observe student interactions, questions, and ideas.• Use observations to plan materials and experiences that will expand student knowledge.• Identify misconceptions and work to correct them.• When needed, help children move from simple to more complex understanding of material.• Model thinking strategies, questioning, and planning without directing

children what to do.• Respond appropriately to student comments and questions.• Ask guiding questions.• Informally assess student knowledge.