Reforming Science Teaching: What Research Says About Inquiry

Abstract

Inquiry has a decades-long and persistent history as the central word used to characterize good science teaching and learning. Even at a time when a new word, constructivism, had entered the general educational lexicon as the descriptor of good education, the authors of the National Science Education Standards (NSES) chose to stay with inquiry and totally ignore the new word. But in spite of its seemingly ubiquitous use, many questions surround inquiry. What does it mean to teach science as, through, or with inquiry? Is the emphasis on science as inquiry, learning as inquiry, teaching as inquiry or all of the above? Is it an approach to science education that can be realized in the classroom or is it an idealized approach that is more theoretical than practical? Is it something that the “average” teacher can do, or is it only possible in the hands and minds of the exceptional teacher? What are the goals of its use? Does it result in greater or better learning? How does one prepare a teacher to utilize this type of science education? What barriers must be overcome to initiate such science education in the schools? What dilemmas do teachers face as they move to this form of science education? The list of questions goes on. They are of particular importance to people committed to the NSES and wanting to see these standards put into greater practice. Reformers from all categories—teachers, teacher educators, administrators, policy makers and members of the general public want to know what answers research has for such questions. Given the central role of teacher education in the process of educational reform, however, these questions are of particular interest to science teacher educators. Researchers’ pursuit of answers has resulted in an extensive literature. Defining the arena broadly, the number of studies is in the hundreds and probably more. This body of research literature is worth exploring, but it will be necessary to limit and focus. Since the NSES is at the center of current discussions of U.S. science education improvement, it is well to begin with that document and consider its use of inquiry. This beginning point, of course, does not imply that the NSES document is without problems or that is fully grounded in the latest research. It is well to remember that it is a political document, based on an attempt to find consensus among the various educational, scientific and public constituencies in the realm of science education. As a result of its wide usage, the language of the document is useful for our communication. Consideration subsequently can be given to how far research goes in answering the questions at hand. *This article is based on a commissioned paper prepared for the Center for Science, Mathematics and Engineering Education at the National Research Council.

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