Using Scientific Inquiry Model in High School Biology

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Rationale
In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method
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It will also allow me to assist my students in retaining the information in order to succeed on the state-mandated tests.
Philosophy of Teaching
In society today, the world continues its expansion in diversity; therefore, teachers must accommodate to fulfill the new developments of education. This diversity includes expanding educational philosophies that truly benefit the future leaders of tomorrow. My personal educational philosophy is one that comes from experiences as well as what I would like to see in my career as a teacher.
My belief as to the purpose of education includes many different aspects. The first is that schools should promote students to be more independent, while encouraging one to also interact with society. In my opinion, students are encouraged to be themselves and pursue their own individual interest while still respecting the natural and understood laws of society. Next, a teacher should encourage students to use various thinking methods compared to a simple means of problem solving by direct instruction. Alberts (2008) states, “What I mean by teaching science as inquiry is, at a minimum allowing students to conceptualize a problem that was solved by a scientific discovery, and then forcing them to wrestle with possible answers to the problem before they are told the answer.” This statement suggests that students are required to think
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