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Dewey Barrow, L.H. (2006). A brief History of Inquiry: From Dewey to Standards. Journal of Science Teacher Education. 17, 265-278 doi: 10.1007/s10972-006-9008-5
Dewey Recommends the inclusion of inquiry in the K-12 science curriculum. His rationale states there is too much emphasis on facts and not enough on science thinking and attitudes. He believed that students should be taught so they were adding to their own knowledge of science by addressing problems they were interested in and applying what they learned to observable phenomena. He also believed that the problems studied need to be within the students mental capacity. -
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Inquiry in Science Education
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Reorganization of Science Education DeBoer, G. E. (1991) A history of ideas in Science Education: Implications for Practice. New York: Teachers College Press
Even though inquiry in various forms had been advocated for most century, committees in various science subjects found that labs were still lacking in real content and exploration. All committees valued student interest and its importance in the teaching and learning of science. The hope was that increasing real world applications would increase enrollment in the sciences. -
Impact of Sputnick on Science Eduation Barrow, L.H. (2006). A brief History of Inquiry: From Dewey to Standards. Journal of Science Teacher Education. 17, 265-278 doi: 10.1007/s10972-006-9008-5
The launch of Sputnik changed the way science education we viewed in the U.S. Joseph Schwab described inquiry as stable, a growing body of knowledge and fluid, the invention of new concepts. He recommended using labs to study science concepts but also to study research, data interpretation and the role of technology. Rutherford, considered inquiry both content and concept, that need to be understood in context of exiting concepts and disocveris as well as how new discoveries are made. -
National Science Education Standards Olson, S., Loucks-Horsley, S., & Center for Science, Mathematics,and Engineering Education.Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry. (2000). Inquiry and
The National Science Standards define inquiry as a multifaceted activity, that includes making observations and asking questions, as well as looking at what is already known. Inquiry is not only the ability to perform experiments of our own but also to understand inquiry as the way we gain knowledge. Inquiry requires use of critical and logical thinking and consideration of alternative explanations. -
A framework for K-12 Science Education National Research Council (2012). A framework for K-12 Science Education. Washington D.C. The National Academies Press
The framework uses the term practices instead of skills to stress the need for both knowledge and skills simultaneously. It outlines eight practices that are essential for learning science and how those practices will help students to understand how scientists work and also make them better consumers of scientific information.
Asking questions
Developing Models
3. Carry out investigations
Interpreting data
Computational Thinking
Explainations
Argument from evidence
Communicating Information
