Inquiry - How it's Done in the Science Classroom
Labs are the primary method used in good science pedagogy. However, the key to good teaching in a science lab lies in the planning. The benefits of using inquiry in the science classroom outweigh the drawback of increased time needed for planning, and often planning the lesson as you go. A science teacher must be willing to learn along with the students, as students may develop a particular question which the teacher had not ever encountered before.
According to Llewellyn, science inquiry promotes the development of good science argumentation, allows for the construction of knowledge by students, and is worth the extra work in planning and set-up.
An inquiry experience can be classified by the level of inquiry, as described by Reza et al. and simplified in the following chart by Banchi and Bell (2008). In a nutshell, Inquiry is asking questions. A lab can be altered for higher or lower levels of inquiry based on how much information is provided by the instructor, and how much must be supplied by the students. In any case, the instructor still needs to know the correct answer or be involved in the research done to find the correct answer. For this reason inquiry can be more work-intensive and time-consuming for both teacher and students. However, students need to be exposed to each of the different levels of inquiry throughout their education.
For more information, click the image below, linked to a National Science Teachers Association article about the different levels of inquiry.
According to Llewellyn, science inquiry promotes the development of good science argumentation, allows for the construction of knowledge by students, and is worth the extra work in planning and set-up.
An inquiry experience can be classified by the level of inquiry, as described by Reza et al. and simplified in the following chart by Banchi and Bell (2008). In a nutshell, Inquiry is asking questions. A lab can be altered for higher or lower levels of inquiry based on how much information is provided by the instructor, and how much must be supplied by the students. In any case, the instructor still needs to know the correct answer or be involved in the research done to find the correct answer. For this reason inquiry can be more work-intensive and time-consuming for both teacher and students. However, students need to be exposed to each of the different levels of inquiry throughout their education.
For more information, click the image below, linked to a National Science Teachers Association article about the different levels of inquiry.
Quarter 1 Weather Inquiry Labs
Quarter 2 Geology Inquiry Labs
Video Clip - Introduction to the Fossils Lab - cannot be linked for privacy issues. Feel free to contact me.
View the Image Gallery below of students actively participating in the lab.
- Balloon on a Flask Lab - download
- Crushing Soda Can Lab - download
- Air Pressure in A Bottle Interactive Demonstration- download
- Constructing an Anemometer Lab
- Cloud in a Beaker Lab - download
- Weather Tracking and Prediction Week-long Lab
Quarter 2 Geology Inquiry Labs
Video Clip - Introduction to the Fossils Lab - cannot be linked for privacy issues. Feel free to contact me.
View the Image Gallery below of students actively participating in the lab.
Literacy in Science also includes abiding by the language of lab safety.
Maryland Lab Safety Standard Practices
Maryland Lab Safety Standard Practices