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Round Table Conversation

Karen: We will be relying on your collective wisdom and experiences to explore the issues raised in the case study. Is the case realistic? How would you react to this situation?

What do we mean by "inquiry?"

Karen: Let's take some time to define what we mean by "inquiry science" and "inquiry–based instruction." In my work with science teachers, I've heard the term "inquiry" used to describe a range of goals and methods. What does "inquiry science" mean to you?

Wayne: I suspect that most successful teachers employ a degree of inquiry in their teaching, whether they have been formally trained or not. For a definition, I would defer to a description given in an article by the Exploratorium [a musuem in San Francisco]: "Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings. Inquiry, as it relates to science education, should mirror as closely as possible the enterprise of doing real science." The article goes on to say that the process begins with the student's own curiosity, which leads to a question and then an action to find an answer. It takes a skilled instructor to pique students' curiosity in the right direction so that the intended concept is addressed. I envision inquiry as students pulling information toward them, rather than teachers pushing it.

Grant: I believe that inquiry taps our natural curiosity as it relates to the world around us. It may start with either a question or a problem. The answer or the solution is student–driven and teacher–guided. It is an attempt to duplicate as nearly as possible the situations that led scientists to the discoveries of the past, as well as the possibility of encouraging from our students the discoveries of the future.

Rod: A thirst to know—to unlock mysteries—is one of the defining human traits. Inquiry–based instruction is all about using that inborn trait to provide students with an internal motivational force. I don't think the lesson or experience needs to begin with a question. It can also begin like a business project in which a problem is posed that the individual or team must solve.

It took hundreds of the brightest minds and thousands of years to come up with the theories that science is now based upon. I cannot expect the students to come to these same conclusions on their own, at least not very often. But inquiry can be performed on a scale smaller than "the lesson." Most science teachers who love their jobs and are good at them probably inject small inquiry moments into their lessons as a matter of course.

Karen: Your definitions of inquiry were somewhat different, but you all strongly value students' first–hand experiences in the learning process. You all seem to share the belief that inquiry–based instruction promotes understanding of the nature of science, motivates students, and is basic to human nature. Student inquiry experiences can be on a small or large scale.

The key role of teachers

Karen: Is it realistic to expect all teachers to adopt inquiry approaches? Should teachers who teach primarily through lecture methods be left to what they do best, or are there ways to support them in considering methods that are endorsed by the National Science Education Standards?

Ken: Many of our colleagues fear having to relearn how to teach. Fortunately, the majority of our teachers are outstanding educators who constantly search for new ways to reach and motivate our students. The real job of persuading will have to be done with our school board and administration.

Rod: In the worst–case scenario, a teacher who is not skilled nor philosophically believes in an inquiry–based approach will undoubtedly do a poor job of teaching. Fundamental shifts in thinking cannot be forced on people. People must buy into them.

Grant: I agree. It is unrealistic to expect all teachers to embrace this method without proper training in and exposure to inquiry approaches. If teachers are forced to participate, their resistance will grow and their minds will close. If an individual teacher is successful teaching "science," we should probably leave them alone. Perhaps, though, we can model inquiry for them as something to add to their "bag of tricks"—a way to teach science process as well as facts. But they will want to see evidence that their students have, in fact, learned the facts. I suppose we really need to begin with the new generation of teachers, training them before they enter the schools. Of course, this means getting their college professors to teach this way.

Wayne: Brain research and other educational research leads to clear conclusions: Lecture is not an effective way for students to learn. There may be times when it is appropriate, but it should be avoided as a primary means of instruction. In order to "convert" the lecture–based teacher, it is important to understand the reasons for teaching in lecture style. Here are some thoughts and typical reasons offered:

Ken: The overall reticence of some to take on new ideas may make inquiry–based learning a slow sell, although I am confident that it will eventually catch on nationwide. In a time where there are still teachers afraid of computers, it may be folly to expect this kind of reform overnight. I want to add that I have learned a great deal from "stodgy" older teachers; they still have great worth in the system. Some are, however, losing their effectiveness in the classroom as today's students continue to be more sophisticated and the solutions for reaching ALL students continue to be more complex.

Parents' concerns about inquiry science

Karen: I'm interested in your perspectives on the role of parents and their apparent emphasis on textbooks. I suspect that the parents who feel capable of providing assistance are also the most vocal in perpetuating an educational system that most closely resembles the one in which they were successful. What about the students whose parents might not be as well–educated? Are their interests being represented?

Rod: The parents represent a tough obstacle in making the initial shift to inquiry. The parents in my district were emphatic that we purchase new textbooks, one per pupil, with a recent bond levy. The science departments, for the most part, were interested in non–book materials to support their instruction.

Wayne: There are a variety of reasons why parents insist on textbooks. The most common scenario in our district is the student who comes home with a poor grade. In an ideal setting, we will be using inquiry–based instruction and all the students will be excited and doing well. But the world is not perfect. There are many reasons for poor grades, some of which are systemic and, therefore, our fault. The majority of the responsibility, though, rests with the student. The parent's first angry response to the student is, "Where's your textbook? I want to see you studying." The student's response is, "I don't have one. They didn't give us one." Thus, the blame is shifted back to the school, and both the parent and student are relieved of responsibility. The parent then complains to the principal, or a school board member, who in turn wants to know why the teacher didn't provide a textbook. This happens in all kinds of families, no matter what the parents' education level.

In my experience, it is the more highly educated parents who pressure schools about textbooks, especially at the middle school level. Lower income or less educated parents are much less involved in homework and would rather the students accomplish it during school hours.

Perhaps a way to win teachers and parents is to have a gradual, phased change. It is the turned–on students who will help us convert.

Grant: It is difficult to get many parents involved in any activity! Only about a third of our parents get involved in the school. These parents support teacher decisions, but they also have a definite opinion about textbooks. For example, I attempted to use the same text for both my honors bio class and academic bio class. Parents complained. They felt that the kids who were in honors should have a different, more difficult text.

Karen: Are inquiry–based classes suitable for all types of students? For example, do they benefit students who are struggling and who don't have much support at home? Students of various ages or backgrounds?

Ken: Many kids face tremendous odds, but fortunately there are schools who work very hard at overcoming those odds. It takes a lot or commitment, and the results will not occur overnight. One of the exciting things about inquiry–based science for these students is that they do see the concrete results of their inquiries. They can better understand applications to real–world situations.

Rod: I think one of the really powerful aspects of inquiry instruction is for others to see it in action. Especially for those parents, and other teachers, who know a kid only as a "problem child." When a good inquiry lab is running most of the students would not notice if Kobe Bryant [the basketball star] walked in and stood in the corner to observe. And man, what a show Kobe would see on most days.

Wayne: My thoughts on inquiry in high school are molded by what I've seen at the elementary and middle school levels. At the elementary level, the concepts are less complex. Most teachers who have used the inquiry–based modules in their classroom have glowing things to say--the kids really get turned on to science.

But in middle school, the situation is definitely different. The new middle school modules, while containing excellent lesson plans, do not offer the quality equipment already in place in most classes. State standards are more exacting here. There is less wiggle room to consider innovative materials that cover topics in more depth but leave many specific content standards uncovered. What happens to the student coming from an inquiry–based instructional base into a more traditional approach? Enthusiasm for science wanes. Teachers can see this, but they feel boxed in—they must teach to the standards, they must satisfy the parents, and they lack instructional materials that both match the state standards and provide inquiry-based instruction. They are also unlikely to get effective staff training on inquiry–based methods.

At the high school level, our state standards are more flexible. The students ought to get as much as they can before they go off to college, right? Inquiry takes more time—you can't cover as many topics. Rather than rapid, across-the-board conversion, I think inquiry at the high school level will only happen one teacher at a time.

Does an inquiry–based approach benefit one type of student more than others? Yes and no. Yes, I believe you will see more dramatic gains by students coming from a background where little parental support is provided. These students will in general become self–motivated. On the other hand, students with good parental support will also benefit, provided the parents are not actively opposing the inquiry approach.

 

 

 

 

 

Topics addressed in the conversation: What is inquiry? The role of teachers Parents' concerns