1. Inquiry Primer Version 1.0 Part 4: Scientific Inquiry

2. Inquiry Primer Part 1:Vision and Challenge for Science Education Part 2:Ohio Core and the Implications for Science Education Part 3:Good Science Instruction Part 4:Scientific Inquiry

3. Scientific Knowledge Limited to natural world Refers to facts, concepts, principles, laws theories, models, processes based on evidence Logical, predictive, subject to modification Grows, advances as new evidence is discovered Acquired in many ways

4. Scientific Understanding Includes ability to use scientific knowledge Requires integration of complex structure of many types of knowledge Encompasses ability to distinguish between what is and what is not science Fosters engagement with ideas of science and experiences with natural world

5. Scientific Inquiry A multifaceted active way of: obtaining scientific knowledge developing understanding of scientific ideas developing understanding of how scientists study natural world

6. Why teach inquiry? Inquiry taps into children’s natural curiosity Is how children understand natural world Encourages development of questions

7. Scientific Inquiry Observe Describe Identify Inquire Examine Reflect Utilize Organize Evaluate Interpret Review Develop Predict Communicate

8. Inquiry allows students to: Ask questions Develop thought processes Develop methodologies to investigate questions Explain discoveries Present discoveries Respond to feedback, criticism

9. 1 Inquiry and the National Science Standards (National Academy Press, 2000), p.29

10. Scientific Inquiry Communicate results with graphs, charts, tables Research books, other sources to gather known information Plan and investigate Use appropriate mathematics, technology tools to gather, interpret data Organize, evaluate, interpret observations, measurements, other data Use evidence, scientific knowledge to develop explanations Identify, ask valid and testable question Science Content based on natural world, evidence

12. explain…extend…evaluate evaluate…engage…explore… Scientific Inquiry/Learning Cycle Communicate results with graphs, charts, tables Research books, other sources to gather known information Plan and investigate Use appropriate mathematics, technology tools to gather, interpret data Organize, evaluate, interpret observations, measurements, other data Use evidence, scientific knowledge to develop explanations Identify, ask valid and testable question Science Content based on natural world, evidence

13. What does scientific inquiry look like in classroom? Students as learners: Make observations, describe objects, events Identify, ask valid testable questions to guide scientific investigations Examine resources to gather information about what is known Use tools to gather, analyze, interpret data

14. What does scientific inquiry look like in classroom? Students as learners: Use technology, mathematics to improve investigations, communications Organize, evaluate, interpret observations, measurements, other data Reflect on appropriate scientific practices, procedures during planning, execution, analysis, presentation of work

15. Abilities of scientific inquiry by end of fourth grade Ask questions about natural environment Plan and conduct investigations Use equipment and tools to extend senses Use data to construct reasonable explanations Communicate investigations and explanations - Inquiry and the National Science Standards (National Academy Press, 2000), p.19.

16. Abilities of scientific inquiry by end of eighth grade Identify scientifically valid questions Design, conduct scientific investigations Use tools, techniques to gather evidence Use evidence to develop descriptions, explanations, predications, models Recognize, analyze alternatives Communicate scientific procedures, explanations Use mathematics in all aspects of scientific inquiry - Inquiry and the National Science Education Standards (National Academy Press, 2000) p.19

17. Abilities of scientific inquiry by end of high school Identify scientific questions, concepts Design, conduct investigations Use technology, mathematics Use evidence to formulate, revise explanations and models Recognize, analyze alternatives and models Communicate, defend scientific argument - Inquiry and the National Science Education Standards (National Academy Press, 2000) p.19

18. Essential features of classroom inquiry: the learner Engages in scientifically oriented questions Gives priority to evidence in responding to questions Formulates explanations from evidence Connects explanations to scientific knowledge Communicates and justifies explanations - National Research Council (2000), Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, Washington, DC, National Academies Press, p.20

19. Feedback How helpful is the Primer in your particular context for generating discussions, increasing awareness? What should be changed? What else is needed for greater service? Contact: constance.barsky@ode.state.oh.us