Inquiry-based science

teach and assess student learning. One main idea present within both articles is the idea of inquiry-based teaching strategies and their use within the classroom. In the article: Unwritten Bedfellows: Discipline- based Inquiry and Standardized Examinations by Sharon Friesen, she explores the impacts of inquiry based teaching on provincial achievement exams scores. She concluded that using inquiry-based strategies had a positive impact on student achievement exam scores. These findings raise many

(Justice, Rice, Roy, Hudsptih, & Jenkins, 2009).The success and development of skills of an individual begins in school. Inquiry based learning is one approach that plays a critical role in the development in array of skills, knowledge, and concepts needed to become successful individuals and is not new to education. Inquiry based learning is not a new concept in education. Inquiry based learning can be traced back to educational theorists such as Dewey, Bruner, Postman, and Weingarten (Justice, Rice

This inquiry learning experience is designed to give students the opportunity to explore the metamorphosis of a caterpillar into a butterfly (see appendix). Through this experience, children will practice the skills of observing, communicating, classifying and inferring. These skills are integrated in the lessons and allow children to construct knowledge about how caterpillar will change into a butterfly following certain developmental growth sequence. Children need to collect information about the

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now

is the Science curriculum goal. To carry out this goal, the teaching of science has to be done using inquiry based approach or inquiry based learning as the main teaching and learning strategy. Inquiry based learning or IBL has long been used as a teaching strategy in science, however, this strategy has been either misunderstood or misused by the implementers. First of all, it is often thought of that all laboratory activities and experiments are inquiry based. McComas (1997) defined science pedagogical

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

2012). In inquiry learning environments students learn by actively participating in the learning process, interacting with learning materials and building new knowledge upon their prior knowledge (von Glasersfeld, 1989; Jaakkola, 2012). Consequently inquiry contexts are more effective (Brown, 1997; Bybee, 2000; Edelson, Gording, & Pea, 1999; Haury, 1993; Jaakkola, 2012), than traditional learning by just discharging the knowledge towards the learner (Ernest, 1995). Although inquiry is a powerful

The number one reason preventing high school science teachers from doing full inquiry-based labs is lack of time. Effective time management is essential in creating an inquiry and argument-based classroom. However, there are many strategies that can help teachers make time for inquiry. One of these strategies is using essential questions. The teacher can post a starter (essential) question on the board before the students enter the classroom. This will help avoid in students wasting time asking what

“I know of no more important goal in education than that the child shall discover the power of his or her own mind. And I know of no more important source of that discovery for every child, than the inquiry that lives in continuing exploratory in the classroom." (Lindfors, 1999, p.247) Kindergarten is the place where children explore real experiences and know how world works. They start gradually to construct knowledge and transform their curiosities into thoughts and questions. By

collaboratively with a team using a modified scientific inquiry process to investigate and document changes in length and mass when gummy bear candies are placed in different liquids for twenty–four hours. Targeted Grade Level: “Mary” is a fourth grade student who receives special education support in reading. She is at a 1.8 reading level and struggles not only in reading, but also in other core subjects when reading is required. Mary likes science, but often does not participate due to her reading