Challenges to Inquiry Teaching and Suggestions for How to Meet Them.

Cassie F. Quigley · Jeff C. Marshall · Cynthia C. Minchew Deaton · Michelle Cook · Michael J. Padilla

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Science Education and Pedagogy Science and Education Research Evolution and Science Education

Abstract

Inquiry has been cited as an essential goal of science education for decades. While terminology has evolved over time, the notion that students need to apply various analytic and thought related skills in order to better learn underlying scientific concepts and processes, remains central to science education. This article looks at four major challenges facing teachers as they implement inquiry based teaching--including measuring the quality of inquiry, using discourse to improve inquiry, pursuing the goal of teaching content through inquiry methods, and learning how to effectively manage an inquiry classroom. An analysis of each of these issues, along with implementation strategies, is provided.

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References

1995National Science Education Standards 1979Learning Lessons: Social Organization in the Classroom 2000The effects of professional development on science teaching practices and classroom culture 2006Classroom Interaction in Science: Teacher questioning and feedback to students’ responses 1990Restructuring Science Education: The Importance of Theories and Their Development 1998Science for All, Including Students From Non-English-Language Backgrounds 1990A reassessment of the effects of inquiry‐based science curricula of the 60's on student performance 2008K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom

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2015The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching 2015Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

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